Race,culture and agency: Examining the ideologies and practices of U.S. teachers of Black male students |
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| Institution: | 1. University of California, Santa Cruz, 1156 High St. Santa Cruz, CA 95064, USA;2. Stanford Graduate School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USA;1. Department of Psychology, LMU Munich, Germany;2. Faculty of Behavioural and Social Sciences, University of Groningen, the Netherlands;3. Mathematics Institute, LMU Munich, Germany;1. University of Jyväskylä, Department of Education, P.O. Box 35 (RUU D422), 40014, University of Jyväskylä, Finland;2. ID Mahlakaarto OY, Pyynikintori 1 A 20, 33230, Tampere, Finland;1. The University of Alabama, Educational Studies in Psychology, Research Methodology, and Counseling Department, 306 Carmichael Hall, Tuscaloosa, AL 35487, USA;2. The University of Georgia, Language and Literacy Education Department, 315 Aderhold Hall, Athens, GA 30602, USA |
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| Abstract: | This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black male students. In general, teachers drew upon competing structural and cultural explanations of Black male social and academic outcomes, while also engaging in practices that contested school barriers for Black males. Teacher beliefs about and practices with their Black male students were inconsistent in many ways, yet their agency on behalf of Black males might be understood as essential to Black male educational progress. |
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| Keywords: | Black males Teacher ideology Teacher agency Resistance Secondary education Teacher education |
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