The Conceptualization of Costs and Barriers of a Teaching Career Among Men of Color

• In Event: 47.028 - Diverse Perspectives on Social Justice Inquiry in Education and Psychology

Abstract

Male teachers of color are severely under-represented in the national teaching workforce. We examined how men of color enrolled in teacher training programs (N = 126) conceptualized the barriers and drawbacks of a teaching career. We used a multimethod approach (qualitative content analysis and multidimensional scaling [MDS]) to investigate perceived costs of the profession, and how costs related to race-ethnic identity and planned persistence in the profession. Results indicated a wide-range of costs and barriers, with some differences emerging among Asian, Black, and Latino students. MDS maps revealed commonalities and uniqueness in the collective meanings of costs, persistence, and race-ethnic identity. Results are discussed with the expectancy-value theory.

Authors

• Bradley W. Bergey, Queens College, CUNY

• John Ranellucci, Hunter College

• Avi Kaplan, Temple University