Black and White Perspectives of Two Female Novice Teachers in Urban Contexts: Social Justice Empowerment Through Positionality Disclosure

• In Event: 66.079 - Roundtable Session 25
  In Roundtable Session: 66.079-13 - Empowerment Through Women's Contributions, Positionality, and Use of Technology

Abstract

The narratives of two female urban teachers (one Black and one White) closely examine novice teachers’ identities and practices in an urban middle school and high school. The early-career teachers’ lived experiences describe the challenges and successes of the novice teachers and their perceptions of their understandings. Based on the findings, the African-American teacher displayed a strong sense of collaboration. The Caucasian teacher was effective in sociocultural competence with her students. Both displayed high expectations and affirming attitudes. Both teachers found that open dialogue, honest “stancing” and positionality about social issues important to getting to know the students, building trust, and involving families in schooling.

Author

• Tonya B. Perry, The University of Alabama - Birmingham