The Role School Administrators Play in Creating Healthy Ecosystems for Black Male Preservice Teachers

Links to Files

https://eric.ed.gov/?id=EJ1240074

Permanent Link

http://hdl.handle.net/11603/40182

Collections

UMBC Sherman Center for Early Learning in Urban Communities
UMBC Language, Literacy, and Culture Department

Author/Creator

Author/Creator ORCID

https://orcid.org/0000-0002-4770-7543

Date

2019

Type of Work

journal articles
Text

Department

Program

Citation of Original Publication

Walker, Larry J., Ramon B. Goings, and Reginald D. Wilkerson. “The Role School Administrators Play in Creating Healthy Ecosystems for Black Male Preservice Teachers.” Educational Foundations 32, no. 1 (2019): 114–41.

Rights

This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.

Subjects

Suburban Schools
Barriers
Gender Differences
Racial Bias
Misconceptions
Public School Teachers
Student Experience
Urban Schools
Student Teaching
Administrator Role
Rural Schools
Interpersonal Relationship
Preservice Teachers
Student Teachers
African American Students
Males
Educational Environment
Ethnic Stereotypes

Abstract

Nationally Black males comprise less than 2% of public school teachers. The startling figure is not sustainable in a diverse society. Increasingly researchers have focused on the experiences of Black male inservice teachers. However, there is scant research that investigates the role school administrators in urban, suburban, and rural districts play in creating supportive environments for Black male preservice teachers. This article fills in a gap in the research by examining the barriers Black male preservice teachers encounter and provides actionable steps school administrators in urban, suburban, and rural districts should take to create healthy ecosystems for Black male preservice teachers.