The Quest for Equity: Maintaining African American Teachers in Special Education

Talbert-Johnson, Carolyn

doi:10.2307/3211281

Cited by 11 publications

(11 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Researchers have also observed that the supply issues transcend the point of initial entry and have highlighted the need for retention initiatives (Ingersoll & May, 2011). Even as the number of African American teachers has increased over the past decades (Ingersoll, Merrill, & Stuckey, 2014), their proportion remains roughly equivalent, and skewed demographic patterns persist, suggesting that these strategies have been less than effective (Achinstein, Ogawa, & Speiglman, 2004;Madkins, 2011;Talbert-Johnson, 2001;Torres et al, 2004).…”

mentioning

confidence: 99%

Where Are All the Black Teachers? Discrimination in the Teacher Labor Market

D’Amico

Pawlewicz

Earley

et al. 2017

Harvard Educational Review

View full text Add to dashboard Cite

examine the racial composition of one public school district's teacher labor market through teacher application data and subsequent hiring decisions. Researchers and policy makers have long noted the lack of racial diversity among the nation's public school teachers and identified supply as the root cause. Using a historical framework and problem definition theory, the authors question this supposition and explore the issue as a function of demand. Investigating a unique data set comprising all of the applications for teaching positions in a single, large school district, they analyze the extent to which race is associated with principals' hiring decisions. They explore the rates at which Black and White candidates apply for teaching positions and compare those to the rates at which they are hired and the school demographics in which they are placed. Through a logistic regression analysis, the authors present evidence of discrimination in teacher hiring. Ceteris paribus, Black applicants were significantly less likely than their White counterparts to receive a job offer. Further, they find evidence of workforce segregation: when hired, Black teachers were significantly more likely to be placed in schools with large populations of children of color and children in poverty or schools characterized as struggling. The authors call for researchers, policy makers, and school leaders at the district and building levels to examine hiring practices, which may be symptomatic of broader institutional biases, so that they may identify and eliminate inherent prejudices.

show abstract

mentioning

confidence: 99%

Where Are All the Black Teachers? Discrimination in the Teacher Labor Market

D’Amico

Pawlewicz

Earley

et al. 2017

Harvard Educational Review

View full text Add to dashboard Cite

show abstract

“…Many experts have cite concerns about professionals who misunderstand cultural nuances exhibited by Black students and cite concerns about their decision making when it comes to placement, suspension, and academic teaching of Black male children in special education programs (Ford, 2012; Jones-Goods, 2016; Talbert-Johnson, 2001; Terrill & Mark, 2000). In particular, Black students in special education have faced systemic biases with disproportionality, behavior misunderstandings, misdiagnoses, and academic underachievement (Douglas et al, 2008; Ward, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…However, in numerous instances, teacher-preparation programs have been called on to recruit, prepare, and help retain BMTs (Bryan & Ford, 2014; Rice & Goesling, 2005; Wilson, 2015) to diversify the teaching profession and create a sense of belonging within the profession for minorities. For example, previous researchers have shared strategies and resources vital to the recruitment and retention of BMTs (Talbert-Johnson, 2001), such as recruiting from the pool of Black paraprofessionals, providing loan forgiveness and tuition support (Bryan & Ford, 2014; Rice & Goesling, 2005), and providing male academic mentors at teacher-preparation programs and at K–12 schools. However, the recruitment and retention effort has not specifically targeted the importance for special education BMTs.…”

Section: Introductionmentioning

confidence: 99%

“…However, the recruitment and retention effort has not specifically targeted the importance for special education BMTs. Additional studies are needed to investigate the strategies for recruiting and retaining Black males in special education teacher-preparation programs (SETPPs) and in the special education teaching profession (Rice & Goesling, 2005; Talbert-Johnson, 2001).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Strategies for Recruiting and Retaining Black Male Special Education Teachers

Scott

Alexander

2018

Remedial and Special Education

View full text Add to dashboard Cite

In 2015, the National Goals Conference for and with people with intellectual disability encouraged the field of special education to recruit and retain more Black teachers. In this grounded theory study, 18 Black men were interviewed to learn more about experiences surrounding recruitment and retention in special education teacher-preparation programs (SETPPs) and for teaching careers in special education. Findings led to the development of a theory based on three constructs: (a) motivations for becoming a special education teacher, (b) attractions to SETPPs, and (c) focused strategies for recruitment and retention that indicated several strategies that SETPPs and school divisions should consider (e.g., funding, distance education program, mentorship) when attempting to recruit and retain Black males into training programs and for special education careers. The implication for the special education teacher workforce and potential for future research are discussed.

show abstract

“…An implication of this is that CLD parents must be adequately informed about their rights and the system to effectively advocate for their children (Cartledge, Gardner, & Ford, 2009). The United States school system is becoming increasingly diverse, yet the teacher and administration populations remain predominately white (Talbert-Johnson, 2001). With such an extreme dichotomy in the school system, it is critical that CLD parents effectively advocate for their children to ensure that they receive appropriate services (Obiakor, Beachum, & Harris, 2010).…”

mentioning

confidence: 99%

In Search of Peace: Navigating through the War on Educational Equality in America

Yawn

2013

Multicultural Learning and Teaching

View full text Add to dashboard Cite

Across the United States, the number of blacks entering and graduating from college is at its highest level. Seemingly, progress is being made, however, probing individual students about their experiences may reveal that appearance of diversity in higher education does not translate into acceptance from the majority group. This article discusses the educational journey of the author. Through his experiences, the impact of the obstacles placed in the way of blacks who wish to successfully advance in school is exposed at multiple levels (e.g. postsecondary, graduate, etc.). Additionally, effective methods for overcoming barriers and moving forward in academia are discussed.

show abstract

The Quest for Equity: Maintaining African American Teachers in Special Education

Cited by 11 publications

References 24 publications

Where Are All the Black Teachers? Discrimination in the Teacher Labor Market

Where Are All the Black Teachers? Discrimination in the Teacher Labor Market

Strategies for Recruiting and Retaining Black Male Special Education Teachers

In Search of Peace: Navigating through the War on Educational Equality in America

Contact Info

Product

Resources

About