Beyond Survival in the Ivory Tower: Black and Brown Women's Living Narratives

Souto‐Manning, Mariana; Ray, Nichole M.

doi:10.1080/10665680701588174

Cited by 23 publications

(15 citation statements)

References 28 publications

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“…Negative stereotype threat occurs when one is in a situation in which they may be judged or treated in terms of a racial stereotype. This experience is not novel for women of color in academia (Carter-Black, 2008;Collins, 1986;Jackson, 1998;Souto-Manning & Ray, 2007;Tatum, 1997;). Unfortunately, most women of color take on this relentlessly arduous task (Steele & Aronson, 1995).…”

Section: Reflections On Teaching Secondary Methodsmentioning

confidence: 99%

“How Will You Do This?” Infusing Multiculturalism Throughout Art Teacher Education Programs

Acuff

2013

Journal of Cultural Research in Art Education

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The argument that teacher education is unresponsive to critical approaches to multiculturalism is not new (Vavrus, 2011). Some art education programs continually marginalize multiculturalism in social foundation courses (Knight, 2006). Or, if multiculturalism is included in normative courses like methods, it is situated as a “theme” within the curriculum. This marginalization of multiculturalism is not conducive to teaching preservice students how to respond to diversity or to construct a culturally responsive pedagogy. The following article details an action research project in which the author describes, analyzes and assesses strategies used to infuse multiculturalism throughout an art education secondary methods course. This research helps to reframe the initial debate that questions the quality of multicultural competency and visibility in preservice teacher education.

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Section: Reflections On Teaching Secondary Methodsmentioning

confidence: 99%

“How Will You Do This?” Infusing Multiculturalism Throughout Art Teacher Education Programs

Acuff

2013

Journal of Cultural Research in Art Education

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“…Like other forms of narrative inquiry, life history narratives draw on Bruner's assertion that people lead "storied lives" (cited in Alsup, 2006) and that the process of narrating our life stories reveals how we construct and understand our sense of self. What gets included in one's narrative, how narrative elements are ordered, and the perspectives that shape the meaning of the narrative as a whole all serve as windows into the self (Souto-Manning & Ray, 2007). By providing subjects with multiple opportunities to recount and construct their life stories, life history narrative research enables examinations of how social and historical forces have acted on and shaped individuals; how individuals have exercised agency in the midst of larger social and historical forces to construct their own identities; and how life experiences across temporal and spatial contexts have combined to inform individuals' emergent sense of self (Denzin, 1989;Goodson & Sikes, 2001;Munro, 1998).…”

Section: Methodsmentioning

confidence: 99%

Emasculation Blues: Black Male Teachers’ Perspectives on Gender and Power in the Teaching Profession

Brockenbrough¹

2012

Teachers College Record: The Voice of Scholarship in Education

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Background/ContextOver the past decade, a growing chorus of educational stakeholders has called for the recruitment of more Black men into the American teaching profession, casting these men as ideal surrogate father figures for Black youth who may lack adult male role models in their families or communities. Although a small body of scholarly work has begun to examine the gendered forms of culturally relevant pedagogies enacted by Black male teachers, critical analyses have yet to emerge on how these men negotiate the gendered power dynamics and professional culture of a traditionally female workplace.FocusThis article presents several sets of findings from a more broadly framed study on the identities, pedagogies, and experiences of Black male teachers. Using Black masculinity studies as a conceptual framework, this article focuses specifically on Black male teachers’ negotiations of workplace gender politics with women colleagues and administrators.ParticipantsThe 11 Black male teachers whose narratives are explored in this article were middle or high school teachers in a predominantly Black urban school district on the East Coast of the United States.Research DesignThe study described in this article was grounded in life history narrative inquiry and employed a three-interview regimen for in-depth interviewing to enable participants to construct rich and nuanced narratives of their lived experiences as Black men and as Black male teachers. Focus groups also allowed participants to co-construct understandings of the challenges and opportunities they faced as Black men in the teaching profession. Transcriptions were coded and analyzed for recurrent themes within each participant's narrative as well as across participant narratives.FindingsParticipants’ life narratives revealed patriarchal gender ideologies that produced an inattention to male privilege, fueled conflictual encounters with women colleagues and administrators, and informed a desire for more male-centered spaces and interactions within the profession.Conclusions and RecommendationsPatriarchal gender ideologies contributed to contentious gender politics in the workplace for the men in this study. Future research should attempt to develop deeper understandings of how these ideologies may influence the experiences of Black men throughout the American teaching profession. Additionally, inquiry efforts should explore strategies for engaging Black male teachers in examinations of their complicated relationships to patriarchy and for applying a critical awareness of gender to their negotiations of gender politics in the workplace.

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“…Narrative inquiry is "always composed around a particular wonder, a research puzzle" (Clandinin & Connelly, 2000, p. 124) and considers how individual and collective identities play out over time and space (Hatch & Wisniewski, 2002;Ingold, 2011). Particularly pertinent to our program, narrative inquiry affords a critical stance toward one's evolution as a researcher and scholar as devoted to a social justice and equity leadership agenda (Latta & Kim, 2009Milner, 2003;Souto-Manning & Ray, 2007). A reliance on narrative also affords a multiplicity of perspectives and voices (Bakhtin, 1986) and a larger role for human imagination and storytelling (Egan, 1989).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Searching for Identity as Researcher and Scholar: Transformative Stories From an Ed.D. in Educational Leadership

Henderson¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Two instructors in an Ed.D. program in educational leadership analyze narratives from four graduates regarding their identities as educational researchers. The research explores key narrative plot points in the developmental trajectory of professional identity formation for Ed.D. students. Project findings indicate the pedagogical and programmatic value of narrative-based course and program content for Ed.D. students, and the use of narrative to strengthen Ed.D. students' emerging sense of self as researchers and scholars. Project implications include the pedagogical and political value of doctoral instructors engaged in narrative-based identity formation to improve Ed.D. curriculum and program structure.

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Beyond Survival in the Ivory Tower: Black and Brown Women's Living Narratives

Cited by 23 publications

References 28 publications

“How Will You Do This?” Infusing Multiculturalism Throughout Art Teacher Education Programs

“How Will You Do This?” Infusing Multiculturalism Throughout Art Teacher Education Programs

Emasculation Blues: Black Male Teachers’ Perspectives on Gender and Power in the Teaching Profession

Searching for Identity as Researcher and Scholar: Transformative Stories From an Ed.D. in Educational Leadership

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