Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color

2016 ◽  
Vol 53 (3) ◽  
pp. 307-333 ◽  
Author(s):  
Rita Kohli
Keyword(s):  
Critical Race Theory ◽  
Professional Growth ◽  
Racial Microaggressions ◽  
Teachers Of Color ◽  
Urban Teachers ◽  
Majority Students ◽  
Retention Of Teachers ◽  
K 12 ◽  
The Impact ◽  
Teaching Force

Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present representative qualitative narratives from 218 racial justice–oriented, urban teachers of color, this article affirms that urban schools—despite serving majority students of Color—operate as hostile racial climates. Color blindness and racial microaggressions manifest as macro and micro forms of racism and take a toll on the professional growth and retention of teachers of Color. These findings suggest a need for institutionalized reform to better support a diverse K-12 teaching force.

Teacher Leadership in Special Education

2021 ◽  
pp. 135-174
Author(s):  
Annie Nguyen Tran
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Professional Growth ◽  
School Administrators ◽  
School Staff ◽  
Leadership Positions ◽  
Roles And Responsibilities ◽  
K 12 ◽  
The Impact

This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.

scholarly journals The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district

2020 ◽  
Author(s):  
◽  
Shelby B. Scarbrough
Keyword(s):  
Public School ◽  
School District ◽  
Public School District ◽  
Assessment Scores ◽  
Study Results ◽  
Screening Assessment ◽  
Retention Of Teachers ◽  
K 12 ◽  
The Impact ◽  
New Hires

This quantitative study examined the retention of new hires at a Midwestern, K-12, public school district using the scores of an application screening assessment as a predictor. New teacher hires' overall performance results on a screening assessment were compared to the retention of those hires after 1 year of employment. In addition to the overall scores, the impact of subscale results in the areas of cognitive ability, teaching skills, and attitudinal disposition were also compared to the retention of new hires. The study results indicate that differences exist in the application screening assessment scores of new hires and their retention after 1 year of employment. The study concludes with recommendations designed to aid school leaders in objective hiring practices that yield retention of teachers with a strong fit to the organization.

Addressing the Shortage of Teachers of Color

2015 ◽  
pp. 197-208
Author(s):  
David A. Byrd ◽  
Dave A. Louis
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Teachers Of Color ◽  
Higher Education Access ◽  
Education Access ◽  
Post Secondary ◽  
Field Evidence ◽  
K 12 ◽  
New Generation ◽  
Teaching Force

To address the higher education access gap, post-secondary institutions must be aware and address the shortage of teachers of color in K-12 education. Within this chapter, the authors argue that community colleges must play an inherent role in identifying and preparing the new generation of teachers who identify as racially or ethnically under-represented in the field. Evidence of the teaching shortage along with workable strategies are presented to help administrators both understand the current shortage and ways to medicate the lack of diversity in the K-12 teaching force.

“I Stopped Sleeping”: Teachers of Color and the Impact of Racial Battle Fatigue

2018 ◽  
Vol 55 (7) ◽  
pp. 967-991 ◽  
Author(s):  
Marcos Pizarro ◽  
Rita Kohli
Keyword(s):  
Predominantly White ◽  
Well Being ◽  
Teachers Of Color ◽  
Urban Teachers ◽  
Battle Fatigue ◽  
Professional Contexts ◽  
The Impact ◽  
Detrimental Impact

Racial battle fatigue (RBF) has been operationalized as the psychological, emotional, and physiological toll of confronting racism. In this article, RBF is used to analyze the toll of racism on teachers of Color who work within a predominantly White profession. We present counterstories of justice-oriented, urban, teachers of Color who demonstrate racism in their professional contexts as a cumulative and ongoing experience that has a detrimental impact on their well-being and retention in the field. We also share their strategies of resilience and resistance, as they rely on a critical community to persist and transform their schools.

The Racial Politics of Emotion: Teaching an Interdisciplinary Border Institute in the Midwest

2021 ◽  
Vol 45 (2) ◽  
pp. 146-181
Author(s):  
Sigma Colón ◽  
Thelma Jiménez-Anglada ◽  
Jesús Gregorio Smith
Keyword(s):  
Critical Race Theory ◽  
Qualitative Content Analysis ◽  
Racial Politics ◽  
Interdisciplinary Approach ◽  
National Belonging ◽  
Humanitarian Emergency ◽  
Mexico Border ◽  
Border Politics ◽  
K 12 ◽  
The Impact

The militarization of the U.S.-Mexico border, criminalization of immigrants and migrants, and humanitarian emergency surrounding the border has negatively impacted students and schools. Responding to the impact of U.S. border politics on education, we taught a week-long institute for local teachers to learn about the histories and lived experiences connecting the Central American, Mexican, and U.S. borders. During the institute we asked participants—who were predominantly white K-12 teachers—to reflect on their learning experiences in personal journals. The aim of this study was to investigate the racial politics of emotion when confronting border issues in a classroom setting. Taking an interdisciplinary approach to our analysis, we conducted qualitative content analysis and close readings of twenty-one teacher’s journals to determine patterns in the emotional response’s teachers had to the histories, testimonies, audio, and visual accounts to which they were exposed through readings and seminars. The results of our analysis reveal that emotions were used by participants to maintain racial boundaries and reinforce race-based notions of national belonging, but also to challenge injustice both in and beyond classroom settings. The findings have significant implications about the impact that ethnic studies programs and critical race theory curriculum may have on teacher education.

Teacher Education and Whiteness and Whiteness in Teacher Education in the United States

2017 ◽  
Author(s):  
Cheryl E. Matias ◽  
Naomi W. Nishi ◽  
Geneva L. Sarcedo
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
White Supremacy ◽  
The United States ◽  
People Of Color ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Preparation Programs ◽  
K 12 ◽  
The Impact

A litany of literature exists on teacher preparation programs, known as teacher education, and whiteness, which is the historical, systematic, and structural processes that maintain the race-based superiority of white people over people of color. The theoretical frameworks of Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) are used to explore whiteness and teacher education separately; whiteness within teacher education; the impact of teacher education and whiteness on white educators, educators of Color, and their students; and cautions and recommendations for teacher education and whiteness. Although teacher education and whiteness are situated within the current US sociopolitical context, the historical colonial contexts of other countries may find parallel examples of whiteness. Within this context, the historical purposes behind teacher education and the need for quality teachers in an increasingly diverse student population are identified using transdisciplinary approaches in CRT and CWS to define and describe operations of whiteness in teacher education. Particularly, race education scholars entertain the psychoanalytic, philosophical, and sociological ruminations of race, racism, and white supremacy in society and education to understand more fully how whiteness operates within teacher education. For example, an analysis of psychological attachments found in racial identities, particularly between whiteness and Blackness, helps to fully comprehend racial dynamics between teachers, who are overwhelmingly racially identified as white, and students, who are predominantly racially identified as of Color. Whiteness in teacher education, left intact, ultimately affects K-12 schooling and students, particularly students of Color, in ways that recycle institutionalized white supremacy in schooling practices. Acknowledging how reinforcing hegemonic whiteness in teacher education ultimately reifies institutional white supremacy in education altogether; implications and cautions as well as recommendations are offered to debunk the hegemonic whiteness that inoculates teacher education. Note: To symbolically reverse the racial hierarchy in our research, the authors opt to use lowercase lettering for white and whiteness, and to capitalize “people of Color” to recognize it as a proper noun along with Black and Brown.

The Impact of Internal Work Environment on the Retention of Healthcare Providers at Turaif General Hospital

2019 ◽  
Vol 10 (12) ◽  
pp. 1183-1199
Author(s):  
Mohammed Alrouili ◽  
Keyword(s):  
Work Environment ◽  
General Hospital ◽  
Professional Growth ◽  
Healthcare Providers ◽  
Entire Study ◽  
Internal Work ◽  
Research Findings ◽  
Study Population ◽  
The Right ◽  
The Impact

This study attempted to identify the impact of internal work environment on the retention of healthcare providers at Turaif General Hospital in the Kingdom of Saudi Arabia. In particular, the study aimed to identify the dimensions of work circumstances, compensation, and relationship with colleagues, professional growth, and the level of healthcare providers’ retention. In order to achieve the study goals, the researcher used the descriptive analytical approach. The researcher used the questionnaire as the study tool. The study population comprised all the healthcare providers at Turaif General Hospital. Questionnaires were distributed to the entire study sample that consisted of 220 individuals. The number of questionnaires valid for study was 183 questionnaires. The research findings were as follows: the participants’ estimate of the work circumstances dimension was high (3.64), the participants’ estimate of the compensation dimension was moderate (3.32), the participants’ estimate of the relationship with colleagues dimension was high (3.62), the participants’ estimate of the professional growth dimension was weak (2.39), and the participants’ estimate of healthcare providers’ retention level was intermediate (2.75). Accordingly, the researcher’s major recommendations are: the need to create the right atmosphere for personnel in hospitals, the interest of the hospital to provide the appropriate conditions for the staff in terms of the physical and moral aspects for building the work adjustment in the staff, and conducting training courses and educational lectures for personnel in hospitals on how to cope with the work pressures.

Novel Relations

2019 ◽  
Author(s):  
Alicia Mireles Christoff
Keyword(s):  
Critical Race Theory ◽  
Object Relations ◽  
George Eliot ◽  
Literary Form ◽  
Gender And Sexuality ◽  
Victorian Novels ◽  
Victorian Fiction ◽  
Gender And Sexuality Studies ◽  
And Gender ◽  
The Impact

This book engages twentieth-century post-Freudian British psychoanalysis in an unprecedented way: as literary theory. Placing the writing of figures like D. W. Winnicott, W. R. Bion, Michael and Enid Balint, Joan Riviere, Paula Heimann, and Betty Joseph in conversation with canonical Victorian fiction, the book reveals just how much object relations can teach us about how and why we read. These thinkers illustrate the ever-shifting impact our relations with others have on the psyche, and help us see how literary figures—characters, narrators, authors, and other readers—shape and structure us too. In the book, novels are charged relational fields. Closely reading novels by George Eliot and Thomas Hardy, the book shows that traditional understandings of Victorian fiction change when we fully recognize the object relations of reading. It is not by chance that British psychoanalysis illuminates underappreciated aspects of Victorian fiction so vibrantly: Victorian novels shaped modern psychoanalytic theories of psyche and relationality—including the eclipsing of empire and race in the construction of subject. Relational reading opens up both Victorian fiction and psychoanalysis to wider political and postcolonial dimensions, while prompting a closer engagement with work in such areas as critical race theory and gender and sexuality studies. The book describes the impact of literary form on readers and on twentieth- and twenty-first-century theories of the subject.

To Study & Implementation the Impact of Youth Mentoring

GIS Business ◽  
2019 ◽  
Vol 14 (4) ◽  
pp. 122-129
Author(s):  
Monika Bansal ◽  
Sh. Lbs Arya Mahila
Keyword(s):  
Young People ◽  
Effect Size ◽  
Professional Growth ◽  
Young Person ◽  
Youth Mentoring ◽  
Self Development ◽  
Study Implementation ◽  
Responsible Adult ◽  
The Impact

Youth Mentoring is the process of matching mentors with young people who need or want a caring responsible adult in their lives. It is defined as an on-going relationship between a caring adult and a young person which is required for self-development, professional growth and carrier development of the mentee and mentors both and all this must be placed within a specific institution context. The purpose of this article is to quantitatively review the three major areas of mentoring research (youth, academic, and workplace) to determine the overall effect size associated with mentoring outcomes for students.

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

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