Race, culture and agency: Examining the ideologies and practices of US teachers of Black male students
Race, culture and agency: Examining the ideologies and practices of US teachers of Black male students
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DOI：
10.1016/j.tate.2014.12.010
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发表时间：
2015-04-01
影响因子：
3.9
通讯作者：
Allen, Quaylan
中科院分区：
文献类型：
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作者：
Allen, Quaylan
本研究探讨在美国中学设置的黑人男学生的教师。采用质的研究方法，记录教师对黑人男学生的认识和实践。在一般情况下，教师借鉴了竞争的结构和文化的解释黑人男性的社会和学术成果，同时也从事的做法，有争议的学校障碍黑人男性。教师的信念和做法与他们的黑人男学生在许多方面是不一致的，但他们的机构代表黑人男性可能会被理解为黑人男性教育进步的关键。(C)2015爱思唯尔有限公司版权所有。
This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black male students. In general, teachers drew upon competing structural and cultural explanations of Black male social and academic outcomes, while also engaging in practices that contested school barriers for Black males. Teacher beliefs about and practices with their Black male students were inconsistent in many ways, yet their agency on behalf of Black males might be understood as essential to Black male educational progress. (C) 2015 Elsevier Ltd. All rights reserved.