Black Teachers Matter: Qualitative Study of Factors Influencing African American Candidates Success in a Teacher Preparation Program
Document Type
Article
Publication Title
AILACTE Journal
Publication Date
2016
School
Annsley Frazier Thornton School of Education
Department
Department of Education
Abstract
This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates’ decision to complete or leave the program: the role K–16 teachers play in inspiring African American candidates to become educators, a desire for social justice that motivates African American undergraduate students to embrace or reject teaching as a career, and the role of standardized exams and financial barriers in preventing African Americans from completing education programs.
Recommended Citation
Dinkins, Elizabeth and Thomas, Kevin, "Black Teachers Matter: Qualitative Study of Factors Influencing African American Candidates Success in a Teacher Preparation Program" (2016). Education Faculty Publications and Presentations. 3.
https://scholarworks.bellarmine.edu/education_fac_pub/3