The salience of Black mentors on the teaching praxis of Latino male teachers

References

• Ajayi, L. 2011. “How ESL Teachers’ Sociocultural Identities Mediate Their Teacher Role Identities in a Diverse Urban School Setting.” The Urban Review 43 (5): 654–680. doi:10.1007/s11256-010-0161-y.
   Google Scholar
• Alcalde, C. M. 2007. “Going Home: A Feminist Anthropologist’s Reflections on Dilemmas of Power and Positionality in the Field.” Meridians 7 (2): 143–162. doi:10.2979/MER.2007.7.2.143.
   Google Scholar
• Araque, J. A., C. Wietstock, H. M. Cova, and S. Zepeda. 2017. “Impact of Latino Parent Engagement on Student Academic Achievement: A Pilot Study.” School Community Journal 27 (2): 229–250.
   Google Scholar
• Bristol, T. J., and R. B. Goings. 2019. “Exploring the Boundary Heightening Experiences of Black Male Teachers: Lessons for Teacher Education.” Journal of Teacher Education 70 (1): 51–64. doi:10.1177/0022487118789367.
   Web of Science ®Google Scholar
• Brown, A. L. 2009. ““brothers Gonna Work It Out”: Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students.” The Urban Review 41: 416–435. doi:10.1007/s11256-008-0116-8.
   Google Scholar
• Cammarota, J., and A. F. Romero. 2009. “The Social Justice Education Project.” In Handbook of Social Justice Education, edited by W. Ayers, T. Quinn, and D. Stovall, 465–476. New York, NY: Routledge.
   Google Scholar
• Case, K. I. 1997. “African American Othermothering in the Urban Elementary School.” The Urban Review 29 (1): 25–39. doi:10.1023/A:1024645710209.
   Google Scholar
• Castro, A. J. 2014. “Visionaries, Reformers, Saviors, and Opportunists: Visions and Metaphors for Teaching in Urban Schools.” Education and Urban Society 46 (1): 135–160. doi:10.1177/0013124512448671.
   Web of Science ®Google Scholar
• Collins, P. H. 1987. “The Meaning of Motherhood in Black Culture and Black Mother/daughter Relationships.” Sage. 4 (2): 3–10.
   Google Scholar
• Collins, P. H. 2000. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Routledge.
   Google Scholar
• Davidson, M. J., S. L. Fielden, and A. Omar. 2010. “Black, Asian, and Minority Ethnic Female Business Owners.” International Journal of Entrepreneurial Behavior & Research 16 (1): 58–80.
   Google Scholar
• Delgado, R. 1989. “Storytelling for Oppositionists and Others: A Plea for Narrative.” Michigan Law Review 87 (8): 2411–2441. doi:10.2307/1289308.
   Web of Science ®Google Scholar
• Delgado, R., and J. Stefancic. 2001. Critical Race Theory: An Introduction. New York, NY: New York University Press.
   Google Scholar
• Delpit, L. 1986. “Skills and Other Dilemmas of a Progressive Black Educator.” Harvard Educational Review 56 (4): 379–385. doi:10.17763/haer.56.4.674v5h1m125h3014.
   Web of Science ®Google Scholar
• Delpit, L. 1995. “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.” Harvard Educational Review 58 (3): 280–298. doi:10.17763/haer.58.3.c43481778r528qw4.
   Google Scholar
• Delpit, L. 1996. Other People’s Children: Cultural Conflict in the Classroom. New York, NY: New Press.
   Google Scholar
• Delpit, L. 2006. “Lessons from Teachers.” Journal of Teacher Education 57 (3): 220–230. doi:10.1177/0022487105285966.
   Web of Science ®Google Scholar
• Dixson, A. D., and C. K. Rousseau. 2006. “And We are Still Not Saved: Critical Race Theory in Education Ten Years Later.” Race, Ethnicity and Education 8 (1): 7–27. doi:10.1080/1361332052000340971.
   Google Scholar
• Dixson, A. D., and J. E. Dingus. 2008. “In Search of Our Mothers’ Gardens: Black Women Teachers and Professional Socialization.” Teachers College Record 110 (4): 805–837.
   Web of Science ®Google Scholar
• Fernandez, L. 2002. “Telling Stories about School: Using Critical Race Theory and Latino Critical Theories to Document Latina/latino Education and Resistance.” Qualitative Inquiry 8 (1): 45–65.
   Google Scholar
• Foster, M. 1995. “African American Teachers and Culturally Relevant Pedagogy.” In Handbook of Research on Multicultural Education, edited by J. Banks, & C. M. Banks. 570–581. New York: Macmillan.
   Google Scholar
• Foster, M. 1997. Black Teachers on Teaching. New York, NY: New Press.
   Google Scholar
• Frankenberg, R. 1997. Displacing Whiteness. Durham, NC: Duke University Press.
   Google Scholar
• Greene, B. A. 1990. “Sturdy Bridges: The Role of African American Mothers in the Socialization of African American Children.” Women and Therapy 10: 201–225. doi:10.1300/J015v10n01_18.
   Google Scholar
• Gyant, L. 1996. “All that and More: A Genealogy of African American Women Educators.” Thresholds in Education 22 (1): 10–18.
   Google Scholar
• Harris, C. 1995. “Whiteness as Property.” In Critical Race Theory: The Key Writings that Formed the Movement, edited by K. Crenshaw, N. Gotanda, G. Peller, and K. Thomas, 276–291. New York, NY: New Press.
   Google Scholar
• Hayes, C. (2006). “Why We Teach: Storying the Lives of Black Family of Mississippi Educators”. Unpublished doctoral dissertation, Salt Lake City, University of Utah.
   Google Scholar
• Hayes, C. 2014. “What I Know about Teaching, I Learned from My Father: A Critical Race Autoethnographic/counternarrative Exploration of Mult-generational Transformative Teaching.” Journal of African American Males in Education 5 (2): 247–265.
   Google Scholar
• Hayes, C., B. Juarez, and P. T. Cross. 2012. “What Can We Learn from Big Mama?” . Critical Education 2 (14): 1–22. Retrieved from http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/article/view/162
   Google Scholar
• Hopkins, P. E. 2007. “Positionalities and Knowledge: Negotiating Ethics in Practice.” An International E-Journal for Critical Geographies 6 (3): 386–394.
   Google Scholar
• Horsford, S. D. 2009. “From Negro Student to Black Superintendent: Counternarratives on Segregation and Desegregation.” Journal of Negro Education 78 (2): 172–187.
   Google Scholar
• Hurtado, A., C. W. Haney, and J. G. Hurtado. 2012. “Where the Boys Are: Macro and Micro Considerations for the Study of Young Latino Men’s Educational Achievement.” In Invisible No More: Understanding the Disenfranchisement of Latino Men and Boys, edited by P. Noguera and A. Hurtado, 101–121. New York: Routledge.
   Google Scholar
• Jackson, I., Y. Sealey-Ruiz, and W. Watson. 2014. “Reciprocal Love: Mentoring Black and Latino Males through the Ethos of Care.” Urban Education 24: 1–24.
   Google Scholar
• James, S. 1993. “Mothering: A Possible Black Feminist Link to Social Transformation?” In Theorizing Black Feminisms: The Visionary Pragmatism of Black Women, edited by S. James and A. Busia, 44–54. New York: Routledge.
   Google Scholar
• Johnson, K. A. 2000. Uplifting the Women and the Race: The Lives and Educational Philosophies and Social Activism of Anna Julia Cooper and Nannie Helen Burroughs. New York, NY: Routledge.
   Google Scholar
• Johnson, K. A., A. Pitre, and K. L. Johnson. 2014. African American Women Educators: A Critical Examination of Their Pedagogies, Educational Ideas, and Activism from the Nineteenth to the Mid-twentieth Century. New York: Roman & Littlefield.
   Google Scholar
• Juarez, B. G., and C. Hayes. 2012a. “An Endarkened Learning and Transformative Education Forfreedom Dreams: The Education Our Children Deserve.” The Journal of Educational Controversy 6 (1): 1–17.
   Google Scholar
• Kelly, H. 2009. “What Jim Crow’s Teachers Could Do.” Educational Capital and Teachers’ Work in Under-resourced Schools, Urban Review 42: 329–350.
   Google Scholar
• King, S. H. 1993. “The Limited Presence of African American Teachers.” Review of Educational Research 63 (2): 115–149. doi:10.3102/00346543063002115.
   Web of Science ®Google Scholar
• King, J. E. 2005. Black Education: A Transformative Research and Action Agenda for the New Century. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Kohli, R. 2009. “Critical Race Reflections: Valuing the Experiences of Teachers of Color in Teacher Education.” Race, Ethnicity and Education 12 (2): 235–251. doi:10.1080/13613320902995491.
   Web of Science ®Google Scholar
• Ladson-Billings, G. 1994. The Dream Keepers: Successful Teachers of African American Children. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Ladson-Billings, G. 1995. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32 (3): 465–491. doi:10.3102/00028312032003465.
   Web of Science ®Google Scholar
• Ladson-Billings, G. 1998. “Just What Is Critical Race Theory and What Is It Doing in a Nice Field like Education?” International Journal of Qualitative Studies in Education 11 (1): 7–24. doi:10.1080/095183998236863.
   Google Scholar
• Leonardo, Z. 2009. Race, Whiteness and Education. New York, NY: Routledge.
   Google Scholar
• Love, B. J. 2004. “Brown Plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the “majoritarian Achievement Gap” Story.” Equity & Excellence in Education 37 (3): 227–246. doi:10.1080/10665680490491597.
   Web of Science ®Google Scholar
• Lynn, M. 2004. “Inserting the “race” into Critical Pedagogy: An Analysis of “race-based Epistemologies.”.” Educational Philosophy and Theory 36 (2): 153–165. doi:10.1111/j.1469-5812.2004.00058.x.
   Google Scholar
• Lynn, M. 2006a. “Dancing between Two Worlds: A Portrait of the Life of A Black Male Teacher in South Central LA.” International Journal of Qualitative Studies in Education 19 (2): 221–242. doi:10.1080/09518390600576111.
   Google Scholar
• Lynn, M. 2006b. “Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers.” Teachers College Record 108 (12): 2497–2522. doi:10.1111/tcre.2006.108.issue-12.
   Web of Science ®Google Scholar
• Lynn, M., C. Johnson, and K. Hassan. 1999. “Raising the Critical Consciousness of African American Students in Baldwin Hills: A Portrait of an Exemplary African American Male Teacher.” The Journal of Negro Education 68 (1): 42–53. doi:10.2307/2668208.
   Google Scholar
• Lynn, M., and M. E. Jennings. 2009. “Power, Politics, and Critical Race Theory: A Critical Race Analysis of Black Male Teachers’ Pedagogy.” Race, Ethnicity and Education 12 (2): 173–196. doi:10.1080/13613320902995467.
   Web of Science ®Google Scholar
• McCray, A., P. Sindelar, K. Kilgore, and L. Neal. 2002. “African American Women’s Decisions to Become Teachers: Sociocultural Perspectives.” International Journal of Qualitative Studies in Education 15 (3): 269–290. doi:10.1080/09518390210122845.
   Google Scholar
• Milner, H. R. 2007. “Race, Culture, and Researcher Positionality: Working through Dangers, Seen, Unseen and Unforeseen.” Educational Researcher 36 (7): 388–400. doi:10.3102/0013189X07309471.
   Google Scholar
• Milner, H. R. 2016. “A Black Male Teacher’s Culturally Responsive Practices.” The Journal of Negro Education 85 (4): 417–432. doi:10.7709/jnegroeducation.85.4.0417.
   Google Scholar
• National Center for Education Statistics (2011). https://nces.ed.gov/pubs2011/2011033.pdf
   Google Scholar
• National Center for Education Statistics, U.S. Department of Education. (2014). Federal Programs for Education and Related Activities. In Digest of Education Statistics. Washington, DC: Author.
   Google Scholar
• National Collaboration on Diversity in the Teaching Force. (2004). https://nea.org
   Google Scholar
• O’Connor, C. 2006. “The Premise of Black Inferiority: An Enduring Obstacle Fifty Years Post Brown.” In With More Deliberate Speed: Achieving Equity and Excellence in Education—Realizing the Full Potential of Brown V. Board of Education, edited by A. Ball, 316–336. New York, NY: Teachers College Press.
   Google Scholar
• Olivas, M. A. 2018. “Research and Theory on Hispanic Education: Students, Finance, and Governance.” In The Chicana/o Education Pipeline: History, Institutional Critique, and Resistance, edited by M. Mares-Tamayo and D. Solórzano, 215–244. Los Angeles: UCLA Chicano Studies Research Center Press.
   Google Scholar
• Paris, D., and M. T. Winn. 2014. Humanizing Research: Decolonizing Qualitative Inquiry with Youth Can Communities. Los Angeles: Sage Publishing.
   Google Scholar
• Parsons, E. 2008. “Positionality of African Americans and a Theoretical Accommodation of It: Rethinking Science Education Research.” Science Education 92 (6): 1127–1144. doi:10.1002/sce.v92:6.
   Web of Science ®Google Scholar
• Rios-Ellis, B., M. Rascón, G. Galvez, G. Inzunza-Franco, L. Bellamy, and A. Torrez. 2015. “Creating a Model of Latino Peer Education: Weaving Cultural Capital into the Fabric of Academic Services in an Urban University Setting.” Education and Urban Society 47 (1): 33–55. doi:10.1177/0013124512468006.
   Web of Science ®Google Scholar
• Smith, D. T., and B. G. Juarez. 2015. “Race Lessons in Black and White: How Do Whiteadoptive Parents Socialize Black Adoptees in Predominantly White Communities?” Adoption Quarterly. doi:10.1080/10926-014-0294-5.
   Web of Science ®Google Scholar
• Solórzano, D., and T. Yosso. 2001. “Critical Race Methodology: Counter-storytelling as an Analytical Framework for Education Research.” Qualitative Inquiry 8 (1): 23–44. doi:10.1177/107780040200800103.
   Google Scholar
• Souto-Manning, M. 2006. “A Latina Teacher’s Journal: Reflections on Language, Culture, Literacy, and Discourse Practices.” Journal of Latinos and Education 5 (4): 293–304.
   Google Scholar
• Tate, W. F. 1997. “Critical Race Theory and Education: History, Theory, and Implications.” Review of Research in Education 22: 195–247. doi:10.3102/0091732X022001195.
   Web of Science ®Google Scholar
• Toldson, I. A. 2011. “Editor’s Comments: Diversifying the United States’ Teaching Force: Where are We Now? Where Do We Need to Go? How Do We Get There?” The Journal of Negro Education 80(3): 183–186, 438.
   Google Scholar
• Torres, M., and E. Fergus. 2012. “Social Mobility and the Complex Status of Latino Males: Education, Employment, and Incarceration Patterns from 2000 – 2009.” In Invisible No More: Understanding the Disenfranchisement of Latino Men and Boys, edited by P. Noguera and A. Hurtado, 19–40. New York: Routledge.
   Google Scholar
• Valencia, R. R. 2011. “The Plight of Chicano Students: An Overview of Schooling.” In Chicano School Failure and Success: Past, Present and Future, edited by R. Valencia, 3–41. 3rd ed. New York: Routledge.
   Google Scholar
• Ware, F. 2002. “Black Teachers’ Perceptions of Their Professional Roles and Practices.” In In Search of Wholeness: African American Teachers and Their Culturally Specific Classroom Practices, edited by J. J. Irvine, 33–46. New York, NY: Palgrave.
   Google Scholar
• Ware, F. 2006. “Warm Demander Pedagogy: Culturally Responsive Teaching that Supports a Culture of Achievement for African American Students.” Urban Education 41 (4): 427–456. doi:10.1177/0042085906289710.
   Web of Science ®Google Scholar
• Woodson, C. G. 1933/1998. The Mis-education of the Negro. Trenton, NJ: Africa World Press.
   Google Scholar
• Yosso, T. J., and D. G. Garcia. 2018. “This Is No Slum! A Critical Race Theory Analysis of Community Cultural Wealth in the Cultural Clash’s Chavev Ravine.” In The Chicana/o Education Pipeline: History, Institutional Critique, and Resistance, edited by M. Mares-Tamayo and D. Solórzano, 79–112. Los Angeles: UCLA Chicano Studies Research Center Press.
   Google Scholar
• Zarate, M. E., and G. Q. Conchas. 2010. “Contemporary and Critical Methodological Shifts in Research on Latino Education.” In Handbook of Latinos and Education: Theory, Research and Practice, edited by E. G. Murillo Jr., S. A. Villenas, R. T. Galván, J. S. Muñoz, C. Martínez, and M. Machado-Casas, 90–108. New York, NY: Routledge.
   Google Scholar