Annotated Bibliography

Annotated Bibliography - The Need for African-American Male...

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The Need for African-American Male Teachers in Urban American Schools Annotated Bibliography Terrance McKnight Teachers College – Columbia University
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Brown, J. W., & Butty, J.-A. M. (1999). Factors that Influence African American Male Teachers' Educational and Career Aspirations:Implications for School District Recruitment and Retention Efforts. The Journal of Negro Education , 68 (3), 280-292. This article addresses the decreasing rate of retention of African-American male teachers; this trend is viewed as a concern due to the increasing diversity of the urban school population. The article explores the future academic and professional goals of over one-hundred teachers of this demographic; the premise was to ascertain which traits in teachers could be used to predict career longevity. This information could be used to more effectively recruit teachers. Though the teaching force's level of diversity is slowly beginning to reflect the student population when considering all minorities, it is concurrently becoming more female-oriented as time progresses. African-American males, unlike their female counterparts, are disproportionately represented in colleges today, which lead to a small pipeline of qualified applicants for the teaching force. Thus, it may be an unrealistic goal to have a teaching force that reflects the student population when it concerns African-American males. This article will be used in order to expound on the reasons why African- American males do not remain in the teaching force at the same rate as their peers, and why there are less of these individuals in the teaching force to begin with. Cooper, R., & Jordan, W. J. (2003). Cultural Issues in Comprehensive School Reform. Urban Education , 38 (4), 380-397. The subject matter of this article is reform efforts that can be made by urban school districts in order to improve the performance of African-American male students. Socio-economonic deficiencies accumulated prior to the entry of these children into the school system are targeted as the main causes of the ever-present achievement gap. The authors point out that the cultural congruence of students with their teachers is an oft-overlooked aspect in school reform. Thus, they make a call for the need to recruit educators that reflect the population they serve as a complimentary measure to other reform initiatives - specifically, recruiting African-American male teachers for urban school classrooms. Deficit thinking leads to a number of African-American males being placed in special education - percentage-wise, an unequal number when broken down by demographics. This group also "leads" other groups in every aspect of school failure (i.e. dropout rates, suspensions, absences). In the past, organizational restructuring was the focus; reform initiatives to fix this problem today target
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