Black Teachers Matter: Qualitative Study of Factors Influencing African American Candidates Success in a Teacher Preparation ProgramReport as inadecuate




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AILACTE Journal, v13 n1 p23-40 Fall 2016

This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates' decision to complete or leave the program: the role K-16 teachers play in inspiring African American candidates to become educators, a desire for social justice that motivates African American undergraduate students to embrace or reject teaching as a career, and the role of standardized exams and financial barriers in preventing African Americans from completing education programs.

Descriptors: African American Students, African American Teachers, Whites, Racial Differences, Preservice Teachers, Preservice Teacher Education, Student Attitudes, Elementary Secondary Education, Teacher Role, Career Choice, Social Justice, Student Motivation, Teaching (Occupation), Barriers, Standardized Tests, Graduation, Qualitative Research, Undergraduate Students, Semi Structured Interviews, Academic Persistence

Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039[at]umn.edu; Web site: http://www.ailacte.org





Author: Dinkins, Elizabeth; Thomas, Kevin

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=152&id=EJ1130324







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