609
Views
1
CrossRef citations to date
0
Altmetric
Research Article

“Each day I find ways to fight for my students”: Black Science Teachers as Advocates and Abolitionists

References

  • Adair, A. V. (1984). Desegregation: The illusion of black progress. University Press of America.
  • Baldwin, J. (1963). A talk to teachers. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 202–207). Routledge.
  • Barton, L. (2003). Inclusive education and teacher education. Institute of Education, University of London.
  • Bauer, C., Thomas, S., & Sim, C. (2017). Mature age professionals: Factors influencing their decision to make a career change into teaching. Issues in Educational Research, 27(2), 185–197.
  • Bennett, C. I. (1986). Comprehensive multicultural education. Allyn & Bacon.
  • Brown, B. A. (2019). Science in the city: Culturally relevant STEM education. Harvard Education Press.
  • Chambers, D. (2002). The real world and the classroom: Second career teachers. The Clearing House, 75(4), 212–217. https://doi.org/10.1080/00098650209604935
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
  • Clandinin, D. J., Downey, C. A., & Huber, J. (2009). Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators. Asia-Pacific Journal of Teacher Education, 37(2), 141–154. https://doi.org/10.1080/13598660902806316
  • Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347–377.
  • Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. Jossey-Bass.
  • Crenshaw, K. (1991). Mapping the margins: Identity politics, intersectionality, and violence against women. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
  • de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., & Wang, X. (2019). Status and trends in the education of racial and ethnic groups 2018. NCES 2019-038. National Center for Education Statistics.
  • Dickson, G. L., Jepsen, D. A., & Barbee, P. W. (2008). Exploring the relationships among multi-cultural training experiences and attitudes toward diversity among counseling students. Journal of Multicultural Counseling and Development, 36(2), 113–126. https://doi.org/10.1002/j.2161-1912.2008.tb00075.x
  • Duncan, K. E. (2019). “They hate on me!” Black teachers interrupting their white colleagues’ racism. Educational Studies, 55(2), 197–213. https://doi.org/10.1080/00131946.2018.1500463
  • Elmesky, R., & Seiler, G. (2007). Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities. Cultural Studies of Science Education, 2(1), 73–103. https://doi.org/10.1007/s11422-007-9050-4
  • Evans, B. R., & Leonard, J. (2013). Recruiting and retaining black teachers to work in urban schools. https://doi.org/10.1177/2158244013502989
  • Farinde, A. A., Allen, A., & Lewis, C. W. (2016). Retaining black teachers: An examination of black female teachers’ intentions to remain in K-12 classrooms. Equity & Excellence in Education, 49(1), 115–127. https://doi.org/10.1080/10665684.2015.1120367
  • Fine, M. (2004). The power of the Brown v. Board of Education decision: Theorizing threats to sustainability. American Psychologist, 59(6), 502–510. https://doi.org/10.1037/0003-066X.59.6.502
  • Foster, M. (1990). The politics of race: Through the eyes of African-American teachers. Journal of Education, 172(3), 123–141. https://doi.org/10.1177/002205749017200309
  • Foster, M. (1997). Black teachers on teaching. The New Press.
  • Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of student–teacher demographic match on teacher expectations. Economics of Education Review, 52, 209–224. https://doi.org/10.1016/j.econedurev.2016.03.002
  • Gershenson, S., Jacknowitz, A., & Brannegan, A. (2017). Are student absences worth the worry in US primary schools? Education Finance and Policy, 12(2), 137–165.
  • Gist, C. (2022). The community teacher: How can we radically reimagine power relations in teacher development? Equity & Excellence in Education, 55(4), 342–356. https://doi.org/10.1080/10665684.2022.2137611
  • Grier, J. M., & Johnston, C. C. (2012). STEM professionals entering teaching: Navigating multiple identities. Journal of Science Teacher Education, 23(1), 19–44. https://doi.org/10.1007/s10972-011-9260-1
  • Grissom, J. A., & Redding, C. (2016). Discretion and disproportionality: Explaining the underrepresentation of high-achieving students of color in gifted programs. AERA Open, 2(1), 2332858415622175. https://doi.org/10.1177/2332858415622175
  • Hale, J. (2016). The Freedom Schools. Columbia University Press.
  • Hanson, S. L., & Fang, F. (2009). Race, sex, and job satisfaction in science occupations: A focus on Asian-Americans. Journal of Women and Minorities in Science and Engineering, 15(4), 357–377. https://doi.org/10.1615/JWomenMinorScienEng.v15.i4.50
  • Ingersoll, R., & May, H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435–464. https://doi.org/10.3102/0162373712454326
  • Irvine, J. J. (1989). Beyond role models: An examination of cultural influences on the pedagogical perspectives of Black teachers. Peabody Journal of Education, 66(4), 51–63.
  • Irvine, J. J. (2002). African American teachers’ culturally specific pedagogy. In J. J. Irvine (Ed.), Search of wholeness: African American teachers and their specific classroom practices (pp. 139–146). Palgrave.
  • Irvine, J. J., & Irvine, R. W. (2007). The impact of the desegregation process on the education of black students: A retrospective. Journal of Negro Education, 76, 297–305.
  • Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617. https://doi.org/10.3102/00028312040003581
  • Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
  • Leavy, P. (2020). Method meets art: Arts-based research practice. Guilford.
  • Lindsay, C. A., & Hart, C. M. (2017). Exposure to same-race teachers and student disciplinary outcomes for black students in North Carolina. Educational Evaluation and Policy Analysis, 39(3), 485–510. https://doi.org/10.3102/0162373717693109
  • Love, B. (2023). Stop trying to recruit black teachers until you can retain the ones you have. Education Week. https://www.edweek.org/leadership/opinion-stop-trying-to-recruit-blackteachers-until-you-can-retain-the-ones-you-have/2023/03
  • Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
  • Lutz, M. (2017). The hidden cost of Brown v. Board: African American educators’ resistance to desegregating schools. Online Journal of Rural Research & Policy, 12(4), 2. https://doi.org/10.4148/1936-0487.1085
  • Lyons, J. E., & Chelsey, J. (2004). Fifty years after Brown: The benefits and tradeoffs for African American educators and students. The Journal of Negro Education, 73(3), 298–313.
  • Madkins, T. C. (2011). The black teacher shortage: A literature review of historical and contemporary trends. Journal of Negro Education, 80(3), 417–427.
  • McKinney de Royston, M., & Sengupta-Irving, T. (2019). Another step forward: Engaging the political in learning. Cognition and Instruction, 37(3), 277–284. https://doi.org/10.1080/07370008.2019.1624552
  • Mensah, F. M., & Jackson, I. (2018). Whiteness as property in Science Teacher Education. Teachers College Record, 120, 1–38. https://doi.org/10.1177/016146811812000108
  • Milner, H. R., IV. (2006). The promise of black teachers’ success with black students. Educational Foundations, 20, 89–104.
  • Milner, H. R. (2012). Beyond a test score: Explaining opportunity gaps in educational practice. Journal of Black Studies, 43(6), 693–718. https://doi.org/10.1177/0021934712442539
  • Morton, T. R., Miles, M. L., Roby, R. S. & Ortiz, N. A. (2022). “All we wanna do is be free”: Advocating for Black liberation in and through K–12 science education. Journal of science teacher education, 33(2), 131–153.
  • Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Incorporated.
  • Muhammad, G. (2023). Unearthing joy: A guide to culturally and historically responsive curriculum and instruction. Scholastic Inc.
  • National Academies of Sciences, Engineering, and Medicine (NASEM). (2021). Call to action for science education: Building opportunity for the future. The National Academies Press.
  • Picower, B. (2012). Practice what you teach: Social justice education in the classroom and the streets (Vol. 13). Routledge.
  • Powell, R. R. (1997). Teaching alike: A cross-case analysis of first-career and second-career beginning teachers’ instructional convergence. Teaching and Teacher Education, 13(3), 341–356. https://doi.org/10.1016/S0742-051X(96)00027-3
  • Riessman, C. K. (2008). Narrative methods for the human sciences. Sage.
  • Roberts, J. I., & Akinsanya, S. K. (1976). Schooling in the cultural context. David McKay.
  • Roby, R. S., Calabrese Barton, A., Tan, E., & Greenberg, D. (2023). Co-making against antiBlackness. Equity & Excellence in Education, 1–14. https://doi.org/10.1080/10665684.2023.2222552
  • Rodman, B. (1986). Teachers’ job satisfaction seen greater than that of other college graduates. Education Week, 4, 11–12.
  • Shaver, A., Cuevas, P., Lee, O., & Avalos, M. (2007). Teachers' perceptions of policy influences on science instruction with culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 44(5), 725–746.
  • Sojoyner, D. M. (2016). First strike: Educational enclosures in black Los Angeles. University of Minnesota Press.
  • Souto-Manning, M., & Cheruvu, R. (2016). Challenging and appropriating discourses of power: Listening to and learning from early career early childhood teachers of color. Equity & Excellence in Education, 49(1), 9–26. https://doi.org/10.1080/10665684.2015.1121793
  • Steele, C. M., & Aronson, J. (1997). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811. https://doi.org/10.1037/0022-3514.69.5.797
  • Tate, W. (2001). Science education as a civil right: Urban schools and opportunity-to-learn considerations. Journal of Research in Science Teaching, 38(9), 1015–1028.
  • Teacher shortage areas nationwide listing, 1990–1991 through 2017–2018 (June 2017). Office of Postsecondary Education, U.S. Department of Education.
  • Upadhyay, B. (2010). Middle school science teachers’ perceptions of social justice: A study of two female teachers. Equity & Excellence in Education, 43(1), 56–71. https://doi.org/10.1080/10665680903492704
  • Walker, V. S. (2009). Hello professor: A black principal and professional leadership in the segregated South. University of North Carolina Press.
  • Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28(6), 791–805. https://doi.org/10.1016/j.tate.2012.03.003
  • Zavadsky, H., & Garby, K. (2012). Building teacher career pathways for college access, readiness, and success. In K. E. Jenlink (Ed.), Teacher preparation in career pathways: The future of America’s teacher pipeline (pp. 107–124). Rowman & Littlefield Education.