The ongoing research concerning African American males enrolled in teacher education
programs is essential for a number of reasons. Research specifically addressing preservice
teaching, teacher education, and the African American male student is needed to promote the
well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal
(2002), colleges of education have addressed the issue of underrepresentation and under
population of African American teachers through policy reform and financial support.
The narratives of African American male preservice teachers and their perspectives on
teacher education may provide a context for other researchers seeking to understand how and
why African American males move into the field of education. More importantly, one particular
way to enhance and advance the cause of the African American male preservice teacher is to
accept a “culturally sensitive practice” (Tillman, 2002, p. 3) and insure epistemological and
research practices unfamiliar to many teachers of preservice teachers are approved and
embraced.
This study is situated in a cultural, racial, and gendered point of view seeking to highlight
the individual and shared experiences of three African American male preservice teachers
enrolled in a graduate teacher education program. Stabilized through the lens of critical race
theory (CRT), the gathering of counter-narratives provided the context to allow the research
participants a vehicle to name their own reality.
| Identifer | oai:union.ndltd.org:GEORGIA/oai:digitalarchive.gsu.edu:msit_diss-1085 |
| Date | 07 May 2011 |
| Creators | Jones, Shawn |
| Publisher | Digital Archive @ GSU |
| Source Sets | Georgia State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Middle-Secondary Education and Instructional Technology Dissertations |
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