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Article
Publication date: 9 April 2018

Jemimah L. Young, Bettie Ray Butler, Inna N. Dolzhenko and Tameka N. Ardrey

The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to…

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Abstract

Purpose

The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings.

Design/methodology/approach

Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood education related to the needs of African American children.

Findings

Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice.

Originality/value

Improving the early learning opportunities of African American students in urban settings has practical and social implications that substantiate the value of the process and structural quality assessments. Recommendations for policy and practice are centered on a growth-based model of opportunities. Policy recommendations include creating urban teacher credentials and sustaining urban education, while practical recommendations include creating opportunities for vicarious experiences, affirming interactions and engaging in multicultural discourse.

Details

Journal for Multicultural Education, vol. 12 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 22 September 2021

Jemimah Young, Bettie Ray Butler, Kellan Strong and Maiya A. Turner

This paper aims to argue that culturally responsive approaches to literacy instruction are necessary not only to celebrate Black girl literacies but to also expose…

Abstract

Purpose

This paper aims to argue that culturally responsive approaches to literacy instruction are necessary not only to celebrate Black girl literacies but to also expose, challenge and disrupt antiblackness in English education. However, without explicit exemplars to guide classroom practice, this type of instruction will remain elusive. The present paper expands upon the original conceptualization of Counter Fairy Tales (CFT) by further explicating the framework and providing recommendations to inform culturally responsive literacy practices to disrupt antiblackness.

Design/methodology/approach

The question that drives this study asks how can the CFT model be applied as a form of culturally responsive literacy instruction to best teach Black girls?

Findings

The CFT framework places value on Black girls’ ways of knowing and gives primacy to their voice and unique experiences through culturally responsive literacy instruction.

Research limitations/implications

The larger implication of this research is for teachers to begin to create culturally responsive literacy instruction that honors the lived experiences of today’s Black adolescent girls, particularly those in young grades. Inclusive and affirming literary practices must be established, an environment in which Black girls can share their voices and visions as they explore themselves through writing.

Originality/value

This conceptual paper is one of few that specifically focuses on how teachers can use CFTs to facilitate the inclusion of Black girls’ experiential and communal ways of knowing to support culturally responsive literacy instruction in younger grades.

Details

English Teaching: Practice & Critique, vol. 20 no. 4
Type: Research Article
ISSN: 1175-8708

Keywords

Book part
Publication date: 11 July 2017

Abiola Farinde-Wu, Ayana Allen-Handy, Bettie Ray Butler and Chance W. Lewis

Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic…

Abstract

Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic presence in the field of education, presently Black female teachers are disproportionately under-represented in the US teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in under-resourced, urban schools. By examining Black female educators’ initial draw to urban schools in what we conceptualized as the urban factor, we hope to reframe the implicit biases surrounding under-resourced, urban schools as less desirable workplaces and unearth reasons why those Black female teachers who enter teaching gravitate more toward urban schools. Three themes emerged about Black female teachers’ thoughts on and preference for urban schools with an unexpected finding about Black female teachers’ perceptions of student behavior. Concluding, recommendations are offered for policy and practice.

Book part
Publication date: 16 July 2014

Bettie Ray Butler, Derrick Robinson and Calvin W. Walton

A vast amount of educational literature has repeatedly documented the overrepresentation of African American male students in exclusionary school punishment. However, amid…

Abstract

A vast amount of educational literature has repeatedly documented the overrepresentation of African American male students in exclusionary school punishment. However, amid the wealth of data and statistics on the topic, a viable theoretical explanation, that helps to make sense of the disproportionately high number of suspensions for Black males, remains relatively absent. Drawing upon the Method of Theory Triangulation, this chapter uses three conceptual frames to develop a plausible, causal narrative for deconstructing how pose, perception, and threat converge create a perfect storm of conditions that perpetuate discriminatory discipline practices. Based on the theoretical considerations implicit in this account, practical recommendations are offered to educational stakeholders who might be interested in improving school discipline practices and reducing the number of Black males disproportionately targeted for disciplinary action.

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Content available
Book part
Publication date: 16 July 2014

Abstract

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Book part
Publication date: 11 July 2017

Ayana Allen-Handy and Abiola Farinde-Wu

This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this…

Abstract

This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this chapter provides an overview of the three sections of the book and the corresponding chapters. Within the pages of this volume, contributing authors discuss the historical and contemporary landscapes of Black female teachers, examine the underrepresentation of Black women in the US teacher workforce, as well as discuss innovative strategies to increase the recruitment and retention of Black female teachers in PK-12 classrooms. Ultimately, this chapter provides insight into the salience of Black female teachers in the diversification of the US teacher workforce. Moreover, highlighting implications and recommendations for a variety of educational stakeholders.

Details

Black Female Teachers
Type: Book
ISBN: 978-1-78714-462-0

Keywords

Book part
Publication date: 16 July 2014

Abstract

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Content available
Book part
Publication date: 11 July 2017

Abstract

Details

Black Female Teachers
Type: Book
ISBN: 978-1-78714-462-0

Book part
Publication date: 11 July 2017

Abstract

Details

Black Female Teachers
Type: Book
ISBN: 978-1-78714-462-0

Abstract

Details

Does the Black Middle Class Exist and Are We Members?: Reflections from a Research Team
Type: Book
ISBN: 978-1-83867-356-7

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