Let the Circle Be Unbroken: Culturally Responsive Pedagogy and Exemplary, Novice African American Teachers

• In Event: Roundtable Session 55
  In Roundtable Session: Approaches to Critical Teaching With Culturally and Linguistically Diverse and Exceptional Students

Abstract

Despite the policy aims that have targeted their recruitment, empirical research on younger, African Americans who have chosen to enter the teaching profession is severely limited. The purpose of this paper is to address this gap within the research by examining the cultural socialization and experiences, beliefs, and practices of younger African American teachers. Findings from the study highlight teachers’ family and community socialization, early school experiences, professional training, induction and mentoring experiences, beliefs, and articulated practices. The paper concludes with implications for the recruitment and retention of African American teachers and teacher education policy implications.

Author

• Morgan Z-J Faison, Emory University