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Effective Strategies for Recruiting African American Males into Undergraduate Teacher-Education Programs

机译：招聘非洲裔美国男性进入本科师范教育计划的有效策略

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摘要

In 2011, the U.S. Secretary of Education launched a national campaign urging black males to choose teaching as a career with the ambitious goal of adding 80,000 black male public school teachers by 2015 (Teach Campaign, 2011). This campaign, coupled with recent reports, suggests students should encounter a wide diversity of teachers (Boser, 2011; Byrd et al., 2011). Arguments have been made that teacher diversity should include gender, race, and socio-economic status (Angus & Oliveira, 2012). This study focused on an important aspect of this problem: African American males.;This mixed-methods sequential descriptive study inquired about effective strategies for recruiting African American males into undergraduate teacher-education programs. The study employed multiple data collection methods: reviewing the literature, accessing institutional websites and other online recruitment materials; sending an inquiry letter, and interviewing those responsible for recruiting prospective teacher-education undergraduates. Four research questions guided the study.;1. What strategies are presented in the literature as best practices for recruiting males and African American males, in particular, as undergraduates into teacher-education programs?;2. What strategies do institutions use to recruit males and African American males, in particular, into undergraduate teacher-education programs?;3. What do program leaders perceive as effective strategies, and barriers to those strategies, for recruiting males and African American males into undergraduate teacher-education programs?;4. Based on the research results, what effective strategies and barriers to those strategies are identified for attracting African American males into undergraduate teacher-education programs?;The literature review disclosed that the Call Me Mister programs were the most active and successful in attracting African American males into teacher-education. The websites of a random sample of undergraduate teacher-education programs (N = 1,500) revealed that few traditional colleges and universities (2%) used their websites to attract undergraduate males into teacher-education programs and fewer targeted African American males (1%). The interviews (N = 7) identified several effective strategies in use: offering institutional scholarships; finding other financial support; recruiting actively; forming community partnerships; achieving a critical mass; and seeking internal institutional support. Building upon these strategies, a series of recommendations are put forth for leaders of teacher-education programs to consider.
机译：2011年，美国教育部长发起了一项全国运动，敦促黑人男性选择教学作为职业，其宏伟目标是到2015年增加80,000名黑人男性公立学校教师（Teach Campaign，2011年）。这项运动加上最近的报道表明，学生应该遇到各种各样的老师（Boser，2011； Byrd等人，2011）。有人认为教师的多样性应包括性别，种族和社会经济地位（Angus＆Oliveira，2012）。这项研究的重点是这个问题的一个重要方面：非裔美国人男性。；该混合方法序贯描述性研究询问了招募非裔美国人男性进入本科师范教育计划的有效策略。这项研究采用了多种数据收集方法：回顾文献，访问机构网站和其他在线招聘材料；发送询问信，并采访负责招募未来教师教育本科生的人员。四个研究问题指导了本研究； 1。文献中提出了哪些策略来招募男性和非裔美国人男性，尤其是招收本科生进入教师教育计划的最佳做法？； 2。院校采用什么策略招募男性和非裔美国人男性，特别是进入本科师范教育计划？； 3。计划领导者将什么招募为招收男性和非裔美国人男性进入本科师范教育计划的有效策略，以及这些策略的障碍？； 4。根据研究结果，确定了哪些有效策略和这些策略的诱因，以吸引非裔美国人男性进入本科师范教育计划；文献综述显示，“呼唤我的先生”计划是吸引非裔美国人男性最活跃，最成功的计划进入教师教育。网站上随机抽取的本科师范教育计划样本（N = 1,500）显示，很少有传统学院和大学（2％）使用其网站来吸引本科男生进入师范教育计划，而有针对性的非裔美国人男性（1％） 。访谈（N = 7）确定了几种有效的使用策略：提供机构奖学金；寻找其他财政支持；积极招募；建立社区伙伴关系；达到临界质量；并寻求内部机构支持。在这些策略的基础上，提出了一系列建议，供教师教育计划的负责人考虑。

著录项

  • 作者

    Henry, Dariel D.T.;

  • 作者单位

    Johnson & Wales University.;

  • 授予单位 Johnson & Wales University.;
  • 学科 Teacher education.;African American studies.;Multicultural Education.;Black studies.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 161 p.
  • 总页数 161
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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