Title

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.

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