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ERIC Number: EJ1436885
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1066-5684
EISSN: EISSN-1547-3457
Getting Black Men to the Blackboard: Factors that Promote Black Men Teachers' Entry into the Teaching Profession
Sarah Manchanda; Travis Bristol; Phelton Moss
Equity & Excellence in Education, v57 n2 p226-239 2024
Despite existing recruitment and retention efforts, there has been a persistent underrepresentation of Black men teachers in the U.S. educator workforce. The present study employed a phenomenological approach to examine what motivated Black men (n = 27) to enter the teaching profession. We drew on the social-cognitive career theory (SCCT) framework to analyze the most salient factors that Black men teachers referenced in their career decision-making processes. The results pointed to various factors contributing to Black men entering this profession including early experiences in education, role models, and exposure to ineffective classroom teachers. Our findings have implications for future research and policies related to the creation of teacher recruitment efforts and pipelines into the profession for Black men.
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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts (Boston)
Grant or Contract Numbers: N/A