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It’s Hard To Be Who You Don’t See: An Exploration of Black Male High School Students’ Perspectives on Becoming Teachers

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Abstract

The goal of this qualitative study was to explore the perspectives of high school age Black males (N = 22) regarding factors that influence or deter their consideration of becoming teachers. Participants were enrolled in a yearlong, pre-collegiate course designed to introduce high school students to the teaching profession. Qualitative analysis of students’ interviews revealed that negative school experiences, including low expectations, racial stereotypes, and microaggressions, deterred consideration of becoming a teacher. Positive interactions with encouraging teachers and the opportunity to have direct teaching experience in the community helped students see themselves as potential future teachers. Implications for practice are discussed.

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Authors and Affiliations

  1. Education Specialties Department, School of Education, Loyola University Maryland, Timonium Graduate Center, 2034 Greenspring Drive, Timonium, MD, 21093, USA

    Ramon B. Goings

  2. School of Education and Human Development, University of Colorado Denver, 1201 5th Street, Campus Box 106, Denver, CO, 80204, USA

    Margarita Bianco

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  1. Ramon B. Goings
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  2. Margarita Bianco
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Correspondence to Ramon B. Goings.

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Goings, R.B., Bianco, M. It’s Hard To Be Who You Don’t See: An Exploration of Black Male High School Students’ Perspectives on Becoming Teachers. Urban Rev 48, 628–646 (2016). https://doi.org/10.1007/s11256-016-0371-z

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  • DOI: https://doi.org/10.1007/s11256-016-0371-z

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