Index
ISBN: 978-1-78714-462-0, eISBN: 978-1-78714-461-3
ISSN: 2051-2317
Publication date: 11 July 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Black Female Teachers (Advances in Race and Ethnicity in Education, Vol. 6), Emerald Publishing Limited, Bingley, pp. 205-212. https://doi.org/10.1108/S2051-231720170000006011
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Academic success
, 97
Academy for Future Teachers program
, 88
Administrative support
, 119, 139, 140, 167
Administrator support
, 122, 123, 126, 129, 132
African-American female (AAF) teachers
, 49–67, 95, 96, 102, 135–155
demographics and school staffing
, 138–139
environment, appraising
, 152–153
funds of knowledge
, 153–154
of color
, 151–152
perspectives of working conditions
, 139, 141–142
racial congruence
, 136, 137, 139–141, 144–145, 147–149, 152, 154
stress
, 3, 137, 143–148, 151–154
transactional theory of stress
, 143–144
African Methodist Episcopal Church
, 36
Agricultural and Mechanical College
, 18
Alabama State University
, 18
Albert Shanker Institute (ASI)
, 25
Alternative route certification programs
, 33
American Missionary Association (AMA)
, 14, 55
Amherst University
, 60
A Nation at Risk Report
, 23–24
A Nation Prepared: Teachers for the 21st Century
, 24
And Then There Were None (novel)
, 9
ANOVA
, 148
Antiliteracy law
, 12–13
Antioppressionist thoughts and pedagogy
, 49–67
on racism
, 56–59
socio-cultural, familial, and educational influences on
, 52–56
on teaching practices
, 59–66
Applicants, prioritizing and fast-tracking
, 35
Appraisal
, 145–147
cognitive
, 143
primary
, 143
secondary
, 143
Ashley Ballard
, 94, 95, 98–100, 104, 106–108, 111
Asian American Pacific Islanders
, 160
Assimilationist teachers
, 104
Associated Colleges of Illinois (ACI)
, 34
Atlanta University. See Clark Atlanta University
Attrition
, 118–120, 130, 133, 160–166
trends
, 170–172
Autoethnography
, 97–98, 120
collaborative
, 98
Autonomy
, 139
classroom
, 140
decision-making
, 128, 129–130
Avery Normal Institute
, 55, 56
Balance model of stress
, 144
Bank Street Principals Institute
, 180
Baptist
, 36
Benchmarks for School Workplace Conditions
, 121–122
Bethune, Mary McLeod
, 16, 74
Biracial
, 96, 102, 111, 121, 123
Black female teachers
exodus from teaching profession, reversing
, 9–41
invisible threads
, 117–133
leaving from teaching
, 159–181
recruitment
, 5, 10, 24, 27, 28, 31–37, 40, 75, 80, 88
retention
, 2–5, 10, 27, 31–33, 35–37, 40, 75, 118–120, 122, 128–130, 132, 133
teaching in under-resourced, urban schools
, 73–89
teaching information
, 81
underrepresentation in American schools
, 1–5
Black women teachers (BWTs)
, 9–41
in American schools, history of
, 11–27
in America’s classrooms, importance of
, 27–31
shortage of
, 10
Brianna Membres
, 95, 98, 101, 104, 105, 107, 108, 110, 111
Broward County Public Schools (BCPS)
, 178
Brown, Hallie Quinn
, 74
Brown University
, 60
Brown v. Board of Education of Topeka
, 4, 11, 22–23, 54, 74, 86–88, 141
Bureau of Labor Statistics (BLS)
, 39, 181n3
Bureau of Refugees, Freedom, and Abandoned Lands. See Freedmen’s Bureau of 1865
Call Me Miss (Mentors Instructing Strong Sisters) program
, 38
Call Me Mister® (Mentors Instructing Students Toward Effective Role Models) program
, 38
Career decisions
, 122, 129
interpersonal relationships and
, 123
Carnegie Task Force on Teaching as a Profession
, 29–30
Caste prejudices
, 57
Cheyney University
, 18, 19
Chicago Leadership Collaborative
, 180
Chicago Public Schools (CPS)
, 178
Christie, Agatha
And Then There Were None
, 9
Civil Rights Data Collection
, 76
Civil Rights Data Collection (CRDC)
, 32
Civil Rights Movement (CRM)
, 16, 62
Civil War
, 10–13, 18, 52
Clark Atlanta University
, 18
Clark, Septima Poinsette
, 16, 49–51, 54–59, 62–67, 74
Class degradation
, 55
Class empowerment
, 59, 64
Class exploitation
, 63
Classroom Appraisal of Resources and Demands (CARD)
, 144
Classroom autonomy
, 140
Classroom control
, 167–168
Cognitive appraisal
, 143
Collaborative autoethnography
, 98
College of Education
SCOPE program
, 88
College of Education and Human Development
Academy for Future Teachers program
, 88
Collegiality
, 123, 126, 129, 133, 136, 167
Collegiate Institute
, 53
Color
, 128, 141–142
preservice teachers of
, 93–112
teachers of
, 118, 119, 121, 151–152, 160
Commitment to school assignment
, 120
Common Schools
, 13
Compensation
, 162, 172–173, 175
Congress for Racial Equality (CORE)
, 36
Congressional Black Caucus
, 36
Conversations, courageous
, 35
Cooper, Anna Julia
, 49–54, 56–62, 66–67, 74
Cooper, George Christopher
, 53
Coppin, Fanny Jackson
, 74
Cornell University
, 60
Coworkers relationship
, 119
Critical policy interventions
, 3
Critical race theory (CRT)
, 96–97, 103
Crow, Jim
, 15, 21, 22, 50, 51
Cultural balkanization
, 138
Cultural capital
, 138, 142
Cultural competence
, 97, 107–109
Culturally relevant pedagogy (CRP)
, 96–97, 103, 106–109
Cultural pride
, 108
Current Population Survey (CPS)
, 162
Curricular support
, 122
Decision-making autonomy
, 128, 129–130
De jure segregation
, 50, 56, 60, 62, 63, 66
Delta Sigma Theta Sorority, Inc.
, 36
Delta State University (DSU)
, 179, 180
Demographics
, 138–139
Desegregation
, 23, 75
Dewey, John
, 55–56
DeWitt Wallace-Readers’ Digest Fund
, 24
Dillard University
, 14
Disenfranchisement
, 51, 57
Displacement
, 24–26
District of Columbia School Board
, 61
Diversification of US teacher workforce
, 1–5
Diversity, in urban schools
, 82–83
Diversity at the Blackboard (DATB)
, 34
Educational background
, 83–84
Educational inequalities
, 57, 59
Educational sociology
, 139
Education Commission
, 24
Education of Negro Teachers
, 15
Educators Rising
, 37
Elementary and Secondary Education Act of
, 1965
Title I
, 89n2
Elementary Education
, 98, 99
Emancipationists. See Reformists
Emancipator narratives
, 98
Emotional burnout
, 143
Emotional exhaustion
, 143
Empowerment
class
, 59, 64
racial
, 50, 53, 56, 64
self-empowerment
, 60
English language learners (ELLs)
, 128, 132
Environment, appraising
, 152–153
Equity
, 104
Ethnicity
, 25, 29, 79, 95, 99, 110
as assets
, 107–108
challenges to
, 108
See also Race
Ethnic match and incumbent recruiters
, 37
Every Student Succeeds Act (ESSA)
, 24, 39
Felicia Nicholson
, 95, 98, 102, 104, 106–109, 111
Fisk University
, 18
Ford Foundation
, 24
Forten, Charlotte
, 10, 14, 40
Freedmen’s Aid Society
, 14
Freedmen’s Bureau of
, 1865, 13–14, 18
Freedom
, 53
Freedom Schools
, 101
Freed slaves, teachers for
, 13
Funding
, 138
Funds of knowledge
, 153–154
Future Educators of America
, 37
Gender status
, 53
Georgia State University
, 88
Grant Wood Area Education Agency
, 178
Grow-your-own (GYO) teachers
, 37, 39
Harris-Stowe State University
, 19
Harvard University
, 60
Hawkins Centers of Excellence Legislation
, 32
Hedgeman, Anna Arnold
, 16
Height, Dorothy
, 16
High school teacher academies
, 37–38
Historically Black Colleges and Universities (HBCUs)
, 17–20, 33, 75–76, 88
educational mission of
, 19–20
History of Black female/women teachers
, 11–27
Black women from teaching profession, exodus of
, 23–27
Brown v. Board of Education of Topeka
, 22–23
reformation era and Negro teachers
, 12–22
Housing incentives
, 175
Howard University
, 18, 19
Hughes, Percy M.
, 60
Illiteracy
, 53
Individuals with Disabilities Education Act (IDEA)
, 39
Induction
, 164, 177–178
Institutionalized race
, 55
Interference
, 167
Interpersonal relationships
, 118, 123, 128–130, 132, 133
and career decisions
, 123
and retention decisions
, 128–130
Jack and Jill of America, Inc.
, 36
Jackson, Lillie May Carroll (Ma Jackson)
, 16, 17
Jackson State University
, 18
Job dissatisfaction
, 118–120, 144
Job satisfaction
, 140, 144
Job security
, 167
John Hopkins University
, 140
Johnson C. Smith University
, 18
K-12 education
, 27, 62, 76, 77, 86, 88, 89, 96, 104, 110, 121
King, Martin Luther
, 16
Laryn Morgan
, 95, 98, 101–102, 104, 106, 108, 109
LeMoyne-Owen College
, 19
Licensure standards
, 180–181
Lincoln University
, 18, 19
Loan forgiveness
, 175, 176
Local educational agencies (LEAs)
, 89n2
Local school districts
teacher recruitment, recommendations for
, 34–39
Lomax, Darlene
, 26
Macro-structural transformation
, 50
Majority-minority status
, 147–150, 154
Marena Drewery
, 95, 98, 100–101, 104, 106–111, 112n1
Measure of Effective Teaching 2009–2011 (MET)
, 30
Mentoring
, 164, 173, 174, 176–181
Methodist Episcopal Church
, 18
Milliken v. Bradley
, 88
Minority Teacher Recruitment and Retention: A Call for Action
, 24
Minority Teachers of Illinois (MTI) Scholarship Program
, 176
Missionaries support to Negro education
, 14
Morehouse College
, 20
Morgan State University
, 20
Morrill Act
, 18
M Street
, 59–61
Multicultural education
, 139
Multinomial Logistic Regression Model
, 123, 127
Multiracial
, 96, 100, 102, 111
National Association for the Advancement of Colored People (NAACP)
, 16
National Association of Black School Educators (NABSE)
, 36
National Association of Colored People (NAACP)
, 36
National Association of Colored Women’s Clubs, Inc. (NACWC)
, 16
National Association of Teachers in Colored Schools (NATCS)
, 15
National Center for Education Statistics
, 121, 145
Schools and Staffing Survey
, 118, 121, 137, 140, 144–147, 149, 164, 165, 168
National Center of Education Statistics (NCES)
, 138, 162
Handbook of Survey Methods
, 181n1
National Council of Negro Women
, 36
National Land Grant Act of
, 1862, 18
National level teacher recruitment, recommendations for
, 32
National School Lunch Program (NSLP)
, 166
National Urban League, Inc.
, 36
Native Americans
, 160
NCLB Teacher Quality Enhancement
, 34
Negro teachers, in Reformation Era
, 12–22, 40
approach to teaching
, 14
Freedmen’s Bureau of 1865 and
, 13–14
for freed slaves
, 13
Historically Black Colleges and Universities
, 17–20
lifting of
, 15–17
missionaries support to
, 14
philanthropists support to
, 14
New Teacher Center (NTC)
, 178
No Child Left Behind
, 24, 168
Norfolk Public Schools
, 39
Normal Schools
, 13
North Carolina Agricultural and Technical State University
, 18
North Carolina Teaching Fellows Program
, 176
Oakland Unified School District (OUSD)
, 38
Obama administration
, 32, 88, 94
Oberlin College
, 53
Oberlin University
, 60
Occupational commitment
, 144
Occupational stress
, 5, 137, 143, 145
Office for Civil Rights
Civil Rights Data Collection
, 76
Oppression
, 35–36, 49–67, 97, 98
Organizational demography
, 140
Organizational theory
, 140
Othering
, 111
Othermothering
, 142
Own-race
, 140
Paraprofessionals
, 39
Parent support
, 126, 167
Pennsylvania State University
, 88
Pestalozzi, Johann Heinrich
, 55, 56
Philanthropists support to Negro education
, 14
PK-12 classroom
, 2, 110
Plessy v. Ferguson
, 11, 13, 54, 57, 60
Poinsett, Joel
, 54
Policy building
, 138
Policy implications
, 175–181
Positive reinforcement
, 140
Poverty
, 180
Powerlessness
, 53
Preservice teachers of color
, 93–112
Primarily (Predominately) White Institutions (PWIs)
, 33, 75, 88, 94–99, 102, 103, 111
Primary appraisal
, 143
Principal–teacher relationship
, 119
Professional commitment
, 3, 5, 137, 139, 153
Professional development
, 122
usefulness of
, 128
Promise-Land School
, 63
Prosser, Inez Beverly
, 74
Protestant Episcopal Church
, 53
Race/racism
, 25, 29, 50, 58, 79, 95, 96, 99–105, 107–111, 138
as assets
, 107–108
challenges to
, 108
institutionalized
, 55
scientific
, 57
See also Ethnicity
Race to the Top
, 24, 32
Racial congruence
, 3, 5, 136, 137, 139–141, 144–145, 147–149, 152, 154
Racial empowerment
, 50, 53, 56, 64
Racialized tokens
, 35
Racial justice
, 52, 53
Racial parity
, 140
Racial pride
, 59
Racial segregation
, 54, 57, 180
Racial self-identification
, 120
Radcliffe University
, 60
Radicals
, 11
Recognizing Educational Success, Professional Excellence and Collaborative Teaching (RESPECT)
, 32
Reconstruction Era
, 52–53
Recruitment
, 5, 10, 24, 27, 28, 40, 75, 80, 88
special emphasis
, 11, 31–40
well-conceived processes
, 35
Reformation Era and Negro teachers
, 12–22, 40
approach to teaching
, 14
Freedmen’s Bureau of 1865 and
, 13–14
for freed slaves
, 13
Historically Black Colleges and Universities
, 17–20
lifting of
, 15–17
missionaries support to
, 14
philanthropists support to
, 14
Reformists
, 11
Relative risk ratio (RRR)
, 133n2
Report on the State of Educator Preparation 2015 (Iowa)
, 180
Representational bureaucracy
, 140
Resources
, 167
Retention
, 2–5, 10, 27, 31–33, 35–37, 40, 75, 118–120, 122, 128–130, 132, 133
decisions, interpersonal relationships and
, 128–130
factors affecting
, 172–175
Retirement
, 171
Rice, Ella J.
, 22
Role-model theory
, 29–31
Rosenwald Fund
, 14
Rosenwald, Julius
, 14
Routine duties interfered with teaching
, 128
Rust College
, 19
Saint Augustine Normal School
, 53
St. Augustine’s College
, 18
Salary
, 119, 128, 175
Satisfaction
, 167
San Francisco Teacher Residency (SFTR) program
, 177
San Francisco Unified School District (SFUSD)
, 177
School characteristics
, 162–183
School influence
, 167–168
Schools and Staffing Survey (SASS)
, 118, 121, 137, 140, 144–147, 149, 164, 165, 168
Schools of education
teacher recruitment, recommendations for
, 32–34
School staffing
, 138–139
Scientific racism
, 57
SCOPE (Summer College Opportunity Program in Education) program
, 88
Secondary appraisal
, 143
Second Morrill Act of
, 1890, 18
Self-actualization
, 59
Self-efficacy
, 94, 176
Self-empowerment
, 60
Self-esteem
, 101
Self-image
, 94
Self-improvement
, 50
“Separate but equal” doctrine
, 11, 22
Service scholarships
, 176
Shared leadership
, 139
Slavery
, 53
Social identity
, 101
Social justice
, 50, 53, 94–96, 98, 103, 105, 110
Sociopolitical consciousness
, 97
Southern University
, 18
Special emphasis officers (SEOs)
, 36
Special emphasis teacher recruiting
, 11, 31–40
local school districts, recommendations for
, 34–39
national level, recommendations for
, 32
schools of education, recommendations for
, 32–34
Special needs students
support to teach
, 128
State accreditation
, 180–181
Student behavior
, 85, 87, 144
problems
, 167
Student discipline
, 136
Student engagement
, 123, 126, 130, 132–133
Student socioeconomic status (SES)
, 128, 130, 132
Supportive school structures
, 34–35
Supremacists
, 11
Talladega College
, 14
Tambra O. Jackson
, 94, 98, 102–111
Teacher Cadets
, 37
Teacher diversity
, 24, 27–32, 36, 40
Teacher experience
, 163–164, 173–174
Teacher Follow-up Survey (TFS)
, 165, 168
Teacher preparation
, 163–164, 173–174
Teacher–principal relationship
, 119
Teacher Quality and Retention Program (TQRP)
, 33
Teacher Quality Enhancement Grants
, 32
Teacher residencies
, 176–177
Teachers of color
, 119, 121, 151–152, 160
shortage of
, 118
preservice
, 93–112
See also Black female teachers
Teachers. See Black female teachers
Teacher stress
, 3, 137, 143–148, 151–154
Teacher–student representation gap
, 27–28
Teach for America
, 138
Teaching information
, 81
Teaching materials
, 128
Teaching profession
leave vs. stay
, 129, 130
Teach to Lead
, 32
Teach Tomorrow in Oakland (TTO)
, 38
Tennessee State University
, 18
Texas’ Alternate Certification program
, 33
Threatening
, 126
Thurgood Marshall College Fund
, 33
Tomorrow’s Teachers: A Report of the Holmes Group
, 24
Tougaloo College
, 14
Transactional theory of stress
, 137, 143–144
Trends
attrition
, 170–172
employment
, 168–170
Turnover
, 160–166, 170–172, 176, 181
United States Department of Education
, 76
University athletic departments
, 33–34
University-district partnerships
, 179–180
University of Arkansas
, 18
University of the District of Columbia
, 18, 19
Urban education
, 77–79, 88–89
Urban factor
, 4, 73–89
Urban schools
, 73–89
diversity in
, 82–83
Urgent need, fulfilling
, 84
US Census
, 121, 181n4
US Census Bureau
, 121
US teacher workforce, diversification of
, 1–5
Voting Rights Act of
, 1965, 54
Washington Colored High School
, 59
White supremacy
, 56–57
Wilberforce College
, 18, 19
Williams, Fannie C.
, 74
Williams v. Mississippi
, 54
Womanist
, 50–52, 55–60, 62–64, 66
Women
, 95–98, 103–112
see also Black female teachers
Working conditions
, 118, 119, 121–122, 129, 130, 132, 133, 137–142, 163, 174–175
African-American teachers perspectives of
, 139, 141–142
demographics and school staffing
, 138–139
improved, through better prepared principals
, 178–179
racial congruence and teacher perceptions
, 139–141
rating s of
, 122–126
Yale University
, 60
- Prelims
- Reflecting Back While Gazing Forward: Black Female Teachers and the Diversification of the United States’ Teacher Workforce
- The Historical/Contemporary Landscape of Black Female Teachers
- ….And Then There Were None: Reversing the Exodus of Black Women from the Teaching Profession
- The Antioppressionist Thoughts and Pedagogies of Anna Julia Cooper and Septima Poinsette Clark
- Scholarly Examination of black Female Teachers
- The Urban Factor: Examining Why Black Female Educators Teach in Under-Resourced, Urban Schools
- “Black Like Me”: Female Preservice Teachers of Color on Learning to Teach for Social Justice with a Black Female Professor
- Retention of Black Female Teachers
- Invisible Threads: Working Conditions, Interpersonal Relationships, and Turnover Among Black Female Teachers
- Racial Congruence, Teacher Stress, and Professional Commitment among African-American Female Teachers
- Why Black Women Teachers Leave and What Can Be Done About it
- About the Book Editors
- About the Chapter Authors
- About the Series Editors
- Afterword: About the Book Series
- Epilogue: Engage in a Solution: #dothework
- Index