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Search Results for 'Minorities' (Keyword)
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1   |   From section Mentoring & Supervision
Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color
In this collaborative autoethnography, the authors explored how 14 faculty and administrators of color, identified as emerging leaders within their campus context, experienced mentoring and how these experiences have impacted their leadership development and sense of well-being in the higher education context. In this study, the authors provided evidence of the importance of supportive, developmental professional relationships in the lives of emerging leaders in higher education, especially among people of color. Leaders of color in faith-based higher education identified such relationships, involving psychosocial and career development functions, as fairly limited within their institutional settings.
Publication Year: 2014    |    Updated in ITEC: March 19, 2017
2   |   From section Instruction in Teacher Training
“Why Do You Make Me Hate Myself?”: Re-Teaching Whiteness, Abuse, and Love in Urban Teacher Education
This article employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this article examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This “abuse” is projected onto urban students of color and, more broadly, people of color.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
3   |   From section Mentoring & Supervision
Dialectical Tensions Experienced by Diversified Mentoring Dyads
The goal of this article is to examine diversified mentoring relationships (DMRs) at a mid-sized Midwestern state university (MMSU) in the USA. The author conducted semi-structured interviews with 14 MMSU faculty members and professional personnel who comprised seven diversified mentoring dyads. The author used a thematic analysis of the data, grounded in the literature on developmental relationships and relational dialectics theory (RDT). The findings reveal tensions that diversified mentoring dyads experienced, as well as communication strategies that dyad members used to manage these tensions.
Publication Year: 2015    |    Updated in ITEC: September 29, 2015
4   |   From section Theories & Approaches
Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving
This article analyzes 25 years of data on the academic ability of teachers in New York State. It documents that since 1999 the academic ability of both individuals certified and those entering teaching has steadily increased. These gains are widespread and have resulted in a substantial narrowing of the differences in teacher academic ability between high- and low-poverty schools and between White and minority teachers.
Publication Year: 2014    |    Updated in ITEC: March 16, 2015
5   |   From section Preservice Teachers
Acquiring Double Images: White Preservice Teachers Locating Themselves in a Raced World
In this article, the authors focus on the White teacher education students in their development of what they call a double image. The authors draw on narrative data gathered over eight years of inquiry in a cross-cultural internship that was part of a partnership between Mt. Olivet Baptist Church, a predominantly African American church community, and an Early and Elementary Childhood Masters in Education program at The Ohio State University. The authors use these stories to investigate some of the common beliefs that White teacher education students bring to antiracist, cross-raced work and the way in which these beliefs interfere with the development of more mature double images and more sophisticated perceptions of race, racism, and race relations.
Publication Year: 2011    |    Updated in ITEC: June 2, 2015
6   |   From section Multiculturalism & Diversity
Bedouin Special-Education Teachers as Agents of Social Change
This study examines the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results show that the teachers aspire to become agents of social change in three spheres.
Publication Year: 2011    |    Updated in ITEC: February 9, 2012
7   |   From section Preservice Teachers
Eliciting Critical Literacy Narratives of Bi/Multilingual Teacher Candidates across U.S. Teacher Education Contexts
The current article compares between critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. The article draws upon empirical data from two studies: a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii. The purpose of this comparison is to examine participants’ identities and experience in academia.
Publication Year: 2011    |    Updated in ITEC: December 15, 2011
8   |   From section Multiculturalism & Diversity
Listening to Teacher Lore: The Challenges and Resources of Korean Heritage Language Teachers
This article describes a study which explored the experiences of four Korean heritage language teachers in the United States. Specifically, the study focuses on challenges they face and the resources they draw upon for their teaching. The authors situate their work within the conceptual framework of teacher lore, which promotes teacher reflection and helps increase the visibility of minority teachers.
Publication Year: 2011    |    Updated in ITEC: November 30, 2011
9   |   From section Multiculturalism & Diversity
Intersections of Race and Sexuality in a Teacher Education Course
This article examines the ways that a group of US pre-service teachers expressed and challenged each other's contradictory discourses about teaching for social justice. Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class. This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality.
Publication Year: 2010    |    Updated in ITEC: June 13, 2011
10   |   From section Multiculturalism & Diversity
Latin@ Advocacy in the Hyphen: Faculty Identity and Commitment in a Hispanic-Serving Institution
In the present study, the authors examine their own experiences as female junior scholars with multicultural backgrounds teaching at the same Hispanic-serving institution. The research suggests that more understanding is needed about the experiences of mixed-heritage faculty in academia, as well as the ways in which faculty from any background may develop multiple affiliations with cultural communities and pursue professional agendas related to communities that they do not neatly fit into.
Publication Year: 2010    |    Updated in ITEC: March 2, 2011
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