Interview With A Interview Protocol

Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom.

A school principal guiding his or her school towards more equitable practices may encounter a number of cascading issues that can ultimately affect the schools practices. In the following I will describe a possible cascading of events that may occur as a result of a principal initiating teacher professional development (PD) using Glenn Singleton’s 2014 book, entitled Courageous Conversations About Race. The first cascading event became evident during the first PD, where staff engagement was limited and what followed was during the next PD focused on Courageous Conversations several disgruntled teachers making a subliminal protest by simultaneously taking personal days to not participate. In fact, the teachers who called out had let the other

My research proposal will focus on the different issues African American women face while trying to advance within society. I will discuss how these women are paid less because they are women as well as African American. I will also be comparing their struggles to Black men, and White men and women. My next topic will include how these women are often discriminated against. And finally I will discuss how these women are often over looked for receiving promotions at work, even if they obtain more experience.

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all

African Americans are not the only ethnicity group to be singled out with behavior. Racial and ethnic minority students report experiencing low teacher expectations, having less access to educational resources, being placed on lower educational tracks, and being steered toward low-paying employment (Kozol, 1991; Olsen, 2008).This low expectation is causing

This proposal will explore two significant issues Black women face in the work place. The first issue involves African American women being less likely to be considered for promotions, in comparison to Caucasian women. The second issue involves African American women receiving less pay than Caucasian women. The theoretical perspective that best understand why these issues exist is the social conflict theory. This theory explains that groups, such as social classes, gender, or race, compete for limited resources, as

These solutions center on teacher training. Teachers typically refer children for remedial education testing. For this reason, they are also the first line of defense against the misplacement of African American children. In order to meet the needs of black males, educators ought to develop understanding of their culture. Teachers must be trained to adjust their teaching strategies for culturally different students in class. For instance, rather than emphasizing the deviant characteristics of the black male culture, teachers should focus on the needs which all ethnic groups have in common, such as the need for artistic expression. Educators ought to inform their students about black lifestyles and challenges. They should do this on a regular basis, and not only in special

The purpose of the study was to describe the African American female secondary educators’ challenges in their educational working relationships. Research states that African American women typically have different reasons for learning than typical students. These included: maintaining social relationships, meeting external expectations, serving others, advancing professionally, stimulating intellect, and satisfying interests.

Williams (2012) conducted a study which explored the perceptions and lived experiences of African American male teachers. Using purposeful sampling, the researcher conducted interviews with 15 African American male teachers from elementary teachers through high school in a southeast Georgia school system having 19,000 students. The ethnic diversity of the school system included about 50% African American, 40% Caucasian, 5% Hispanic, 4% multiracial, and 1% Asian students. Fifty-six percent of these students were considered economically disadvantaged and received free or reduced lunches. About 35% of the school 48 teachers in this system were African American which is five times higher than the national average (Synder, 1999 as cited in Williams,

Furthermore the questions that guide this study are: “(1) how and why teachers participate in practices and policies that may undermine minority students’ academic achievement, (2) how elementary students respond to these practices and policies, and (3) the implications of

In reference to the analysis process the author states that the interview were recorded and transcribed verbatim. Moreover, the investigator validated the data through multiple interviews and evaluated it for stability, consistency and dependability. For the detailed analysis the author used content analysis and constant comparative techniques. In addition to that a committee of experts performed an external audit to resolve the differences in the analysis process.

The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings was a great resource in thinking about how I would work toward influencing my staff, and the school community as a whole, to engage in discussions about equity. Most notably, she advises us to “acknowledge the race and culture of your students and try to weave it into your teachings” and to “foster a sense of community”. I am lucky to work in a school that was founded and lead by a woman of color for the last 6 years, so equity conversations are not as awkward as they may be in some other schools. In light of recent travesties of justice that have occurred in the US over the past year, these conversations have the potential to become more high-stakes

This perspective, at first glance, can be seen as appropriate but a closer examination reveals several weaknesses to this perspective. Principal Foster is a white female elementary principal at a suburban school district. Foster describes her school as being a “fairly homogenous group of students, but I would say we do have some racial diversity. I’d say maybe our African-American population for a suburban area might be a little larger than some other schools around this area.” Here, principal Foster reveals that compared to other suburban school district’s her school has a great proportion of black

The proposed methodology is a primary qualitative approach of semi-structured interviews. This method has been chosen as the focus of this

The case study subjects were specifically chosen for their differing backgrounds. One subject was an African American female in her early 40’s that was educated in a segregated school system. The other, a young African American male in his mid-20’s, taught in the same urban school system in which he was educated. Clark indicated during the interview that African