University of Maryland LibrariesDigital Repository at the University of Maryland
    • Login
    View Item 
    •   DRUM
    • Theses and Dissertations from UMD
    • UMD Theses and Dissertations
    • View Item
    •   DRUM
    • Theses and Dissertations from UMD
    • UMD Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Framing Novice Teacher Persistence: A Collective Case Study of Early-Career African-American Teachers in Urban Public Schools

    Thumbnail
    View/Open
    Sherman_umd_0117E_17663.pdf (2.624Mb)
    No. of downloads: 381

    Date
    2016
    Author
    Sherman, Dawn Marie
    Advisor
    Turner, Jennifer
    DRUM DOI
    https://doi.org/10.13016/M2DR7M
    Metadata
    Show full item record
    Abstract
    Efforts to recruit high-quality minority teachers have proven successful over the past two decades, particularly for low-income, high-minority, and urban schools. Unfortunately, increases in minority teacher hiring have been undermined by the high turnover rates of minority teachers and novice teachers -- e.g. teachers who have less than five years of professional teaching experience. Teachers who embody both of these characteristics, novice minority teachers, are doubly disadvantaged because they experience higher turnover rates than their colleagues. As a result, low-income, high-minority, and urban schools continue to struggle to maintain teacher staffing levels for the student populations with the greatest need for quality and consistency. The purpose of the study was to explore why novice African-American teachers choose to remain in the profession after their first three years of teaching in urban school settings. Through the lens of social cognitive career theory (Lent, Brown & Hackett, 1994, 2000, 2002), the study explored novice African-American teachers’ personal characteristics and background experiences which framed their pursuit of a teaching career, identified the contextual challenges and supports which had the greatest impact on their teaching self-efficacy and outcome expectations, and examined how these teachers mitigated apparent and perceived challenges to career persistence. A qualitative collective case study design (Stake, 2005; 2006) was used to gain a deeper understanding of how novice African-American teachers’ personal characteristics, background experiences, and contextual factors proximal to teaching shaped their career self-efficacy, outcome expectations, and persistence in urban schools. This study adds the novice African-American teacher voice to existing research on novice urban teacher retention and provide a better understanding of their unique needs. The findings of this study can be used to develop targeted teacher training, recruitment and induction initiatives designed to increase the number of African-American teachers who eventually enter and sustain the urban teaching workforce.
    URI
    http://hdl.handle.net/1903/18987
    Collections
    • Teaching, Learning, Policy & Leadership Theses and Dissertations
    • UMD Theses and Dissertations

    DRUM is brought to you by the University of Maryland Libraries
    University of Maryland, College Park, MD 20742-7011 (301)314-1328.
    Please send us your comments.
    Web Accessibility
     

     

    Browse

    All of DRUMCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister
    Pages
    About DRUMAbout Download Statistics

    DRUM is brought to you by the University of Maryland Libraries
    University of Maryland, College Park, MD 20742-7011 (301)314-1328.
    Please send us your comments.
    Web Accessibility