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Educating our African American students

Moncree-Moffett, Kareem T
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448

Abstract Details

2013, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban African American students in public schools. Also explored are the experiences of active African American female teachers of urban African American students and comparisons are analyzed. The research questions explore how retired African American educators perceived and describe their experiences with urban students and how their experiences can be used to improve teacher training programs designed to help teachers adapt to school reform. Conceptually, this study was framed within the context that stories are an effective way to communicate experiences, as supported by Dewey and Erickson. Data was collected through a series of interviews. Initially, a line by line analysis was conducted on the responses of 6 respondents, 3 retired and 3 active African American women, who were chosen from a large metropolitan area based upon their designation as retirees and their willingness to participate. Each interview question was coded for specific information. Each code was derived as a result of repetitive analysis with a goal of identifying patterns and drawing out as much information as possible about the respondents' lived experiences with urban educational. The results of the study suggest that listening to retirees is an effective way to evaluate previous pedagogues and practices, from the perspectives of those who lived through them, information about how they were implemented. The retirees were eager to use their experiences to convey messages of hope and give advice to pre-service and active teachers about strategies to use when adapting to educating urban African American students. This study contributes to positive social change by providing suggestions to improve professional development programs, which could lead to better teaching experiences for pre-service and active teachers and higher recruitment and retention rates for minority educators. Suggestions from this study also introduce methods that can positively impact interaction with this generation of urban students.
Vanessa Allen-brown, Ph.D. (Committee Chair)
Dorothy E. Battle, Ph.D. (Committee Member)
Lionel Brown, Ed.D. (Committee Member)
Stephen Sunderland, Ph.D. (Committee Member)
156 p.
Education
African-American; teachers; retired teachers; urban; students; female teachers

Recommended Citations

Citations

  • Moncree-Moffett, K. T. (2013). Educating our African American students [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448

    APA Style (7th edition)

  • Moncree-Moffett, Kareem. Educating our African American students. 2013. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448.

    MLA Style (8th edition)

  • Moncree-Moffett, Kareem. "Educating our African American students." Doctoral dissertation, University of Cincinnati, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448

    Chicago Manual of Style (17th edition)

ucin1377873448
544
© 2013, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.