A Du Boisian Approach: Examining Black Male Double Consciousness in an Urban Teacher Preparation Program

• In Event: 66.060 - Issues of Race, Gender, and Identity Development

Abstract

This study explored the experiences of Black males in an urban teacher preparation program. Four case studies were conducted representing self-identified Black male graduates. Data generated from coursework were used as a heuristic for introspective analysis by each participant and complemented by semi-structured interviews. The research found that double consciousness has a twoness that causes distrustfulness of those that are perceived to be oppressive while also inspires individuals to ‘be the best’ and serve as change agents. Cohort structures can facilitate a community of learners but may also lead to racial separation. Program graduates were inconsistent with their cultural responsiveness as urban teachers. Findings from this study hold promise for helping teacher education programs develop experiences for Black males.

Authors

• Brandon E. Lewis, Georgia Gwinnett College

• Diane M. Truscott, Georgia State University