Multiculturalism & Diversity (216 items)To section archive

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The aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage. A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education.
Published: 2019
Updated: Jan. 13, 2020
This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality. The preservice teachers used this framework to examine the intersecting identities and resulting experiences of women in the past and present in order to present a more complex narrative of the Civil Rights Movement to elementary students. This study is important because it helps preservice teachers and their students become conscious of the ways in which different people experience(d) the world based on intersecting identities as a way to promote empathy and critical citizenship.
Published: 2019
Updated: Dec. 02, 2019
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education–professional development (CRE-PD) activities, and transcripts of six group interviews, the authors examine these educators’ work to further their own sociopolitical consciousness in relation to increasing Black and Latino male students’ college and career readiness.
Published: 2019
Updated: May. 26, 2019
This article uses a phenomenological approach to explore the organizational dynamic of boundary heightening for 27 Black male teachers, across 14 schools, in one urban school district. The authors report that Black male teachers described being perceived by their colleagues as either incompetent or overqualified to teach their subject matter. These experiences created workplace environments in which participants felt alienated from their colleagues. In response, these Black male teachers strategically erected social boundaries to manage interactions with their colleagues.
Published: 2019
Updated: May. 23, 2019