2019/05/12 by Denelle L. Wallace, Denelle Wallace, Linda Gagen +1
Social Sciences · #Critical Race Theory in Education #School Choice and Performance #Teacher Education and Leadership Studies
paper · doi:10.1177/0013124519846294
crossref issued 2019/05/12 · crossref published 2019/05/12 · crossref published-online 2019/05/12 · openalex publication_date 2019/05/12 · crossref created 2019/05/13 · crossref published-print 2020/03/01 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
The growing diversity of student populations within the public schools of the United States and the lack of diversity present in the current pool of certified teachers are of great interest to colleges and universities seeking to increase the diversity of teacher candidates. Researchers explored the factors that encouraged African American male teachers in a large southeastern public school division to complete an accredited teacher education program leading to state licensure. Completed questionnaires and structured interviews with 11 African American male educators from elementary and secondary classrooms provided data revealing the barriers, motivations, and supports related to the retention of African American males in college and university teacher preparation programs.