Showunmi, V;
Hancock, S;
Lewis, C;
(2020)
Teaching While Black and Female: Navigating Mental, Curricular, and Professional Aggression.
Theory into Practice
, 59
(4)
pp. 409-418.
10.1080/00405841.2020.1773184.
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Abstract
It is evident that many Black women teachers (BWTs) are leaving the teaching profession due to mental and emotional health, professional and collegial relationships, as well as curricular and school culture. In this article, we use the story of Alicia to explore the instructional, professional, and emotional stress that many Black women teachers endure. We also provide highlight theoretical constructs and practical applications that can impact BWTs. In addition, we examine approaches that engage the retention of Black women teachers through a process of personal and professional support systems.
| Type: | Article |
|---|---|
| Title: | Teaching While Black and Female: Navigating Mental, Curricular, and Professional Aggression |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00405841.2020.1773184 |
| Publisher version: | https://doi.org/10.1080/00405841.2020.1773184 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10097175 |
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