"Growing" Your Own Black Teachers: Investigating Double Binds Across Teacher Development

• In Event: 34.018 - Excellence in Education Research: Early-Career Scholars and Their Work

Abstract

One hypothesis for the revolving door phenomenon among Teachers of Color is they experience a double bind—the tension between personal ties (i.e., values, motivations, familial background, and pedagogical beliefs) and systemic ties (i.e., policies, structures, and practices) that foster hostile working conditions (Achinstein & Ogawa, 2011; Gist, 2016). Other disciplines, such as the STEM field, have noted a type of double bind experience (i.e., the ways in which race and gender function simultaneously to produce distinctly different higher education experiences for woman of color in STEM) in the recruitment and preparation of diverse students in institutions of higher education (Malcolm & Malcolm, 2011). This project builds on research in this area by exploring the potential double bind experiences of Black Teachers in and from different types of Grow Your Own (GYO) Programs by designing embedded comparative case studies of programs and teachers in local community schools who are at various stages on the teacher development continuum.

Author

• Conra D. Gist, University of Arkansas