This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Wilder, M. Search for Related Content Social Bookmarking                         What's this?

Increasing African American Teachers’ Presence in American Schools

Voices of Students Who Care

University of Georgia

Educational reformers have drawn national attention to the African American teacher shortage by providing demographic and empirical data that illustrate the racial imbalance within the teaching profession. Notably absent from the data, however, are the voices of the students for whom reforms are intended. This article presents the narratives of a group of African American students to illustrate the impact on students of having or not having African American teachers. Listening to students’ descriptions of their interaction with their teachers and their praise of their African American teachers illuminates why recruiting more teachers of color is important not only to the profession but also, crucially, to the students themselves.

Urban Education, Vol. 35, No. 2, 205-220 (2000)
DOI: 10.1177/0042085900352005


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				C. D. Kea, J. M. Penny, and L. J. Bowman The Experiences of African American Students in Special Education Master's Programs at Traditionally White Institutions Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 2003; 26(4): 273 - 287. [Abstract] [PDF]