“From Where I Stand:” African American Teacher Candidates on Their Decision to Teach

Abstract

Multiple studies explore the issue of the absence of teachers of color in the profession at large. Few studies, however, address the issue from the angle of the teacher candidate of color. With so many competing professions, why do they ultimately make the decision to join the profession? What are the contexts that influence and support that choice? What are the challenges that make that choice questionable? Here, the authors examine from these and other angles African American teacher candidates' decisions to teach.

Ereka R. Williams is an Associate Professor of Curriculum and Instruction at North Carolina A&T State University where she leads the undergraduate and graduate programs in Elementary Education. Her research centers on issues related to urban populations, their teachers, and the professional development of teachers in general.

Anthony Graham is an Associate Professor of Curriculum and Instruction in the School of Education at North Carolina A&T State University. His research centers on equity education and how ethnic and academic identity impacts the academic achievement of African American males, as well as how contemporary media and rhetoric influences these students' drive to learn.

Stephen McCary-Henderson is an Associate Professor in the Department of Curriculum and Instruction at North Carolina A&T State University. His research interests include the teaching and learning of mathematics, group processes, and teaching and training processes.

Loury Floyd is an Assistant Professor in the Department of Curriculum and Instruction at North Carolina A&T State University. Her research interests surround teaching students with learning and behavior problems, family involvement, and inclusive education.