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Autor/inn/en | Rogers, Leoandra Onnie; Brooms, Derrick R. |
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Titel | Ideology and Identity among White Male Teachers in an All-Black, All-Male High School |
Quelle | In: American Educational Research Journal, 57 (2020) 1, S.440-470 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831219853224 |
Schlagwörter | Ideology; African American Students; Males; High School Students; Racial Differences; Whites; Teacher Characteristics; High School Teachers; Charter Schools; Academic Achievement; Identification (Psychology); Race; Masculinity; Social Class; Barriers; Teacher Effectiveness; Success; Student Needs; Student Development; Urban Schools; At Risk Students; College Preparation; Teacher Attitudes; Social Bias; Racial Bias Ideologie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; High school; High schools; Oberschule; Rassenunterschied; White; Weißer; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Charter school; Charter-Schule; Schulleistung; Rasse; Abstammung; Männlichkeit; Social classes; Soziale Klasse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Erfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Racial discrimination; Rassismus |
Abstract | National data trends underscore the "problem" of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys' academic achievement patterns. Interview analysis revealed the persistence of meritocracy, as teachers (a) located the problem within Black boys' identities; (b) constructed race, masculinity, and social class as barriers to students' academic success and teachers' effectiveness; and (c) positioned themselves relationally away from their students and the problem itself. We discuss implications for the academic development of Black boys. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |