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Examining Teachers’ Beliefs About African American Male Students in a Low-Performing High School in an African American School District


by Marvin Lynn, Jennifer Nicole Bacon, Tommy L. Totten, Thurman L. Bridges, III & Michael E. Jennings - 2010


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Cite This Article as: Teachers College Record Volume 112 Number 1, 2010, p. 289-330
https://www.tcrecord.org ID Number: 15835, Date Accessed: 1/22/2021 11:05:34 AM
 
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About the Author
  • Marvin Lynn
    University of Illinois
    E-mail Author
    MARVIN LYNN is associate professor of curriculum and instruction, and director of elementary teacher education at the University of Illinois at Chicago. He conducts research on the work and lives of African American teachers in public schools. He also writes in the area of critical race studies in education. Two recent publications are “Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers,” published in Teachers College Record in 2006, and “Critical Race Studies in Education and the ‘Endarkened’ Wisdom of Carter G. Woodson” with Thurman Bridges in The SAGE Handbook of African American Education, edited by Linda Tillman.
  • Jennifer Bacon
    University of Maryland, College Park
    JENNIFER NICOLE BACON is a doctoral candidate at the University of Maryland in minority and urban education. She is currently a special education coordinator/department chairperson in Maryland and has served as a classroom teacher/instructor on the secondary and postsecondary level, as an educational consultant, and as a teacher trainer and supervisor. Ms. Bacon’s research focus is on the lived experience of African American adolescent girl poets. She serves as a facilitator for culturally responsive poetry groups for adolescents and women with a focus on self-identity, gender, race, and culture. Ms. Bacon has presented at several conferences, including the American Educational Research Association, and has had poems published in such literary magazines as Phatitude and Returning Woman.
  • Tommy Totten
    University of Maryland, College Park
    TOMMY L. TOTTEN is a doctoral candidate in the Minority and Urban Education program, with a cognate in mathematics education. He is currently the department’s graduate student association president. His research interests include preparing teachers for diversity, transformative pedagogy, situated cognition, and culturally relevant mathematics teaching and learning for African American students in urban contexts. His current research explores African American secondary mathematics teachers’ thinking about how to create mathematical tasks centered on students' lived experiences and interests.
  • Thurman Bridges, III
    University of Maryland, College Park
    THURMAN L. BRIDGES III is a third-year doctoral candidate and research assistant at the University of Maryland, College Park, in the Department of Curriculum and Instruction in the Minority and Urban Education program. His research interests include the social context of urban education, critical race theory/praxis, African American student achievement, African American male teachers, social justice curriculum, and hip hop pedagogy. His current research explores participants’ historical and contemporary experiences as African American males and as teachers within U.S. public schools. Mr. Bridges’s publications include a book chapter (with Brown and Clark) entitled “Youth Teaching Teachers: Bridging Racial and Cultural Divides Between Teachers and Students,” to be published in an upcoming book (Hampton Press). He has also cowritten a chapter (with Marvin Lynn) entitled “Critical Race Studies in Education and the ‘Endarkened’ wisdom of Carter G. Woodson,” to be published in The SAGE Handbook of African American Education.
  • Michael Jennings
    University of Texas, San Antonio
    MICHAEL JENNINGS is associate professor of educational leadership and policy studies at the University of Texas, San Antonio. His research focuses on race and education and the experiences of Black faculty in higher education. He has recently published an article with Marvin Lynn entitled “The House That Race Built: Toward a Critical Race Analysis of Critical Pedagogy” in The Journal of Educational Foundations, and an upcoming article (with Bonner et. al.) entitled “Capitalizing on Leadership Capacity: Gifted African American Males in High School” to be published in an upcoming issue of the Roeper Review.
 
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