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ERIC Number: EJ942384
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0022-2984
Sneaking out of the Big House? Perceptions of African American Mentees in a Graduate-Level Teacher Education Program on a White Campus
View, Jenice L.; Frederick, Rona
Journal of Negro Education, v80 n2 p134-148 Spr 2011
This article highlights the voices of in-service African American teachers who are matriculating in a graduate program by exploring their perceptions of mentorship. The authors explore the dual-identity and instructional challenges of these teachers of color in a predominately "White" professional development program that seeks to mentor students in a hands-on, intentional manner, particularly on matters of critical pedagogy. What are the teachers' expectations, desires and goals? In what ways might African American teacher educators and students conspire outside of the frames of traditional teacher education and teacher professional development programs on behalf of P-12 children of color? To what the extent do in-service teachers of color in the program expect or perceive particular mentoring from the faculty of color to help address the concerns of P-12 children of color in public schools? Data from 14 surveys and interviews with four teachers reveal the limits of mentoring for liberation.
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A