서브메뉴
검색
When I Grow Up: A Critical Narrative Inquiry of Factors That Contribute to or Militate Against the Children of Black K-12 Educators Pursuing K-12 Teaching as an Occupation
When I Grow Up: A Critical Narrative Inquiry of Factors That Contribute to or Militate Against the Children of Black K-12 Educators Pursuing K-12 Teaching as an Occupation
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103704
- ISBN
- 9798280715134
- DDC
- 371
- 저자명
- Green, D. Nigel.
- 서명/저자
- When I Grow Up: A Critical Narrative Inquiry of Factors That Contribute to or Militate Against the Children of Black K-12 Educators Pursuing K-12 Teaching as an Occupation
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 224 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
- 주기사항
- Advisor: Welton, Anjale.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약The lack of Black educators within K-12 education remains one of the most urgent and overlooked equity challenges of our time. This critical narrative inquiry investigates the factors that influence the children of Black K-12 educators in Chicago to either pursue or reject teaching as a career. Using Black Crit and Critical Race Praxis, this study elevates the voices of eight adult participants whose lived experiences reveal the complex interplay of family legacy, systemic injustice, and personal agency.Findings identify three key pathways-"Never Educators," "Attempted Educators," and "Current Educators"-and surface recurring themes: the generational trauma of Black educator displacement post Brown v. Board of Education; parental influence marked by caution or encouragement; and the ongoing devaluation of teaching as a respected profession. Yet, participants who entered and remained in education embody a radical hope-choosing teaching as a form of resistance, empowerment, and community building.This research calls for a reimagining of teacher diversity efforts: one that not only recruits but restores, honors, and invests in the children of Black educators as critical architects of educational justice. The future of truly equitable schooling depends on answering this call with both urgency and purpose.
- 일반주제명
- Educational leadership
- 일반주제명
- Education policy
- 일반주제명
- Black studies
- 키워드
- Black educators
- 키워드
- K-12 education
- 키워드
- Career equity
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 86-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017358244
■00520260202103704
■006m o d
■007cr#unu||||||||
■020 ▼a9798280715134
■035 ▼a(MiAaPQ)AAI32113370
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aGreen, D. Nigel.
■24510▼aWhen I Grow Up: A Critical Narrative Inquiry of Factors That Contribute to or Militate Against the Children of Black K-12 Educators Pursuing K-12 Teaching as an Occupation
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a224 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: A.
■500 ▼aAdvisor: Welton, Anjale.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aThe lack of Black educators within K-12 education remains one of the most urgent and overlooked equity challenges of our time. This critical narrative inquiry investigates the factors that influence the children of Black K-12 educators in Chicago to either pursue or reject teaching as a career. Using Black Crit and Critical Race Praxis, this study elevates the voices of eight adult participants whose lived experiences reveal the complex interplay of family legacy, systemic injustice, and personal agency.Findings identify three key pathways-"Never Educators," "Attempted Educators," and "Current Educators"-and surface recurring themes: the generational trauma of Black educator displacement post Brown v. Board of Education; parental influence marked by caution or encouragement; and the ongoing devaluation of teaching as a respected profession. Yet, participants who entered and remained in education embody a radical hope-choosing teaching as a form of resistance, empowerment, and community building.This research calls for a reimagining of teacher diversity efforts: one that not only recruits but restores, honors, and invests in the children of Black educators as critical architects of educational justice. The future of truly equitable schooling depends on answering this call with both urgency and purpose.
■590 ▼aSchool code: 0262.
■650 4▼aEducational leadership
■650 4▼aEducation policy
■650 4▼aBlack studies
■653 ▼aBlack educators
■653 ▼aCritical Race Praxis
■653 ▼aK-12 education
■653 ▼aOccupational transmission
■653 ▼aCareer equity
■690 ▼a0449
■690 ▼a0458
■690 ▼a0325
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g86-12A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358244▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
