Black Male Teachers Research Articles

Dancing between two worlds: a portrait of the life of a black male teacher in South Central LA

This article offers a portrait of a young black male teacher in an urban school in South Central Los Angeles. In the portrait, the words of the subject are intertwined with the thoughts and reactions of the researcher as a way in which to capture his life history narrative and offer his reading of the world. The article discusses the participant’s reflections on growing up in South Central, Los Angeles and how it shaped his identity. In particular, the portrait discusses the participant’s experiences in middle school, high school and college. The article concludes with some reflections about how Critical Race Theory—as a discourse on race and racism in the law and society—helps us to better understand the lives black men lead.

Achieving desire: Narrative of a black male teacher

Based on a life history account of Craig Francis, a young black male teacher living and working in Toronto, Canada, this paper examines his route to teaching, his perceptions and understandings of what it means to be a teacher, and the role of race in his aspirations and experiences. Significant to this examination is the ways in which Craig makes sense of his experiences growing up in Canada as a black immigrant male, the circumstances and structural factors that have shaped his life and informed his choice of teaching as a career, and his perceptions of the opportunities and possibilities that teaching provides him. The evidence indicates that Craig constructs his role as a teacher in relation to his identity as an immigrant black male and his desire to influence the education system and make a contribution to his community.

Effects of Race and Gender on Teachers' Perception of the Social Behavior of Elementary Students

This article examines the combined effects of race and gender on teachers' perceptions of students' social behaviors. A sample of 984 Black and White teachers who rated 6- to 11-year-old Black and White children was drawn from the data of Behavior Assessment System for Children (BASC). Analysis of covariance was conducted separately for White and Black male and female teachers at three levels: overall, subscale, and item levels. Findings suggest that teachers' perceptions of student social behaviors are a result of complex interactions of students 'and teachers 'race and gender Female teachers perceived female students more positively regardless of teachers' race. White female teachers perceived White students more positively the same way that they perceived White male students more positively than Black male students, but Black female teachers made no distinction. Cultural congruence theory is applied to interpret the findings, and three major recommendations are made.

Words That Wound: Critical Race Theory, Assaultive Speech, and the First Amendment.Mari J. Matsuda

Previous articleNext article No AccessBook ReviewsWords That Wound: Critical Race Theory, Assaultive Speech, and the First Amendment. Mari J. Matsuda Andrew AltmanAndrew Altman Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Ethics Volume 106, Number 1Oct., 1995 Article DOIhttps://doi.org/10.1086/293795 Views: 34Total views on this site Citations: 2Citations are reported from Crossref Copyright 1995 The University of ChicagoPDF download Crossref reports the following articles citing this article:Desireé Pearl Larey, Adré Le Roux, Lynette Jacobs Evoking edupreneurial leadership towards social justice among historically disadvantaged communities, International Journal of Leadership in Education 24 (Feb 2021): 1–17.https://doi.org/10.1080/13603124.2021.1882700Christine Callender Black male teachers, white education spaces: Troubling school practices of othering and surveillance, British Educational Research Journal 46, no.55 (Mar 2020): 1081–1098.https://doi.org/10.1002/berj.3614

Causes of mortality in primary and secondary school teachers

A proportionate mortality study was conducted on 809 deaths occurring among New Jersey primary and secondary teachers between 1980 and 1984. Three separate sets of expected number of deaths were used, based on U.S. and New Jersey proportionate mortality ratios in the general population and proportionate cancer mortality ratios. Increased cause of death was found for digestive, breast, other genital, and lymphopoietic cancer, and motor vehicle accidents for white female teachers; digestive cancer, heart disease, and nonmalignant genitourinary disease for white male teachers; digestive, brain, and thyroid cancer in black female teachers; and kidney and prostate cancer in black male teachers. Deficits in lung cancer were found for white male teachers and in heart disease for white and black female teachers. Mortality ratios were examined by duration worked and latency since first hired. Further analysis using a nested-case control methodology is recommended.

The Social Construction of Black Feminist Thought

Sojourner Truth, Anna Julia Cooper, Ida Wells Barnett, and Fannie Lou Hamer are but a few names from a growing list of distinguished African-American women activists. Although their sustained resistance to Black women's victimization within interlocking systems of race, gender, and class oppression is well known, these women did not act alone.' Their actions were nurtured by the support of countless, ordinary African-American women who, through strategies of everyday resistance, created a powerful foundation for

Education for Black Americans: Outlook for the Future

Previous articleNext article No AccessEducation for Black Americans: Outlook for the FutureEdgar G. EppsEdgar G. Epps Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 81, Number 3May, 1973The Future of Education for Black Americans Article DOIhttps://doi.org/10.1086/443082 Views: 4Total views on this site Citations: 3Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1973 The University of ChicagoPDF download Crossref reports the following articles citing this article:Derrick R. Brooms “Just in the Need That I Saw”: Exploring Black Male Teachers’ Pathways into Teaching, Peabody Journal of Education 95, no.55 (Nov 2020): 521–531.https://doi.org/10.1080/0161956X.2020.1826118C. E. Semmes, J. K. Makalani Minority Status and the Problem of Legitimacy, Journal of Black Studies 15, no.33 (Mar 1985): 259–275.https://doi.org/10.1177/002193478501500302 Brenda Gates Select Bibliography of Current Periodical Articles, Comparative Education Review 17, no.33 (Oct 2015): 429–451.https://doi.org/10.1086/445749

From ghetto school to college campus: Some discontinuities and continuities

This paper details some of the continuities and discontinuities encountered by black students who go from ghetto schools to predominantly white middle class colleges. Among the continuities they encounter are: ( a) lack of preparation on the part of white high school and college teachers for dealing with black young people, ( b) confusion on the part of teachers and administrators with regard to education and racial prejudice, and ( c) lack of black male teachers to serve as role models for black students. Among the discontinuities are the following: ( a) automatic promotion in the ghetto school as opposed to promotion on an academic basis in college, ( b) failure attributed to lack of ability and intelligence in the ghetto school as opposed to blame of failure on cultural deprivation, and ( c) school culture dominated by black majority and culture in the ghetto school versus college dominated by white majority and culture.