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作者

来源

URBAN EDUCATION,Vol.54,Issue4,P.564-591

语言

英文

关键字

race; identity; cultural responsiveness; social; diversity; Black males; subjects; college access; urban education; teacher education; teacher candidates; MALE TEACHERS; ISSUES

作者单位

[Meidl, Christopher] Duquesne Univ, Early Childhood Educ Program, Pittsburgh, PA 15203 USA. Meidl, C (reprint author), Duquesne Univ, Dept Instruct & Leadership Educ, 600 Forbes Ave,Canevin Hall 103A, Pittsburgh, PA 15203 USA. E-Mail: meidlc@duq.edu

摘要

There is a lack of Black male teachers working with young children in early childhood education (ECE). This qualitative research investigated 23 Black male participants' beliefs about challenges to recruiting Black males to teach in ECE (birth-fourth) and recommendations to increase the number of Black males in ECE. Black masculinity identity theory was used as the lens to understand the sociocultural context participants provided. From the data, several themes emerged from participants' experiences: challenges to recruitment (i.e., presence, financial, and systematic obstacles in society) and recommendations for change (i.e., recruitment, alternative approaches, encouraging educational paths, and valuing personal interaction).