ERIC Number: EJ1393110
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1725
EISSN: EISSN-1938-8098
Easing down the Road: Exploring the Pathway to the Field and Experiences of Black Male Special Education Teachers
Educational Forum, v87 n3 p236-251 2023
For years, policymakers, districts, and scholars have pushed for the inclusion of more Black male teachers in US public schools; however, their even smaller subset--Black male special education teachers--has been ignored, particularly by scholars. The results of this study provide insight into the recruitment and retention of Black male special education teachers as the author interviewed 10 of them on what factors impacted their decision to enter the field and assume the roles they did. The results highlight that these teachers have had a parent who was a special educator or mentor who aided their decision, and they often assume the role of a tutor or father figure, particularly for Black boys in their schools. Implications for research and practice are also discussed.
Descriptors: Special Education, Special Education Teachers, Males, Blacks, Teacher Recruitment, Teacher Persistence, Teacher Attitudes, Minority Group Teachers, Diversity (Faculty), Teacher Motivation, Teacher Role, Middle School Teachers, High School Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; Texas; California; New York; Tennessee
Grant or Contract Numbers: N/A