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ARISE / Annotated Bibliography / Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers

Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers

Summary

To effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African-American woman science teacher. In this study, the teacher experienced identity conflicts because structures in her school conflicted with her professional identity, shaped by race and gender, as warm and connected. Results from this study indicate that policies that prioritize measurement over relationships can cause contradictions with culturally responsive approaches and the emotional practice of teaching.

Authors

Stacy Olitsky

Organization/Affiliation

Saint Joseph’s University

Year

2019

Noyce Award Number

1439417

Grade Level

High School (preparation to teach), Other

Discipline

Other, Science

Resource Type

Article - Peer-reviewed Journal

URL

https://journals.sagepub.com/doi/full/10.1177/0013124519873676

Citation

Olitsky, S. (2019). Teaching as emotional practice or exercise in measurement? School structures, identity conflict, and the retention of Black women science teachers. Education and Urban Society. https://doi.org/10.1177/0013124519873676

Content Focus

Other, Retention of STEM teachers in high need school districts, Retention, Support, and Tracking of Graduates

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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