Urban Education and the Next Generation of Black Teachers
Chapter 7. We Got Next: Passing the Torch
← 118 | 119 → ·7·
These educational life histories shed light on the systematic issues that many Black prospective teachers face when trying to become a teacher. Of the 10 stories here, only three (Tyrone, Dana, and Claresha) preservice teachers became certified teachers and achieved their dreams. Jessica was finally successful by moving states and attending a university that did not have the basic skills certification exam. This was also a costly and time-consuming choice Jessica had to make to become a teacher.
On a larger scale, of the 20 Black preservice teachers interviewed for this project, only one other education major (besides Tyrone, Dana, and Claresha) became a teacher. This preservice teacher, Janessa, actually had to transfer into Carver University from another HBCU so that she had a passing score on the basic skills test. At Carver, her scores met the state’s passing requirement, but in her former state, the scores did not. For most of the people highlighted in these pages, dreams were shattered and the light within the torch was smoldered. While reading the narratives for this project, some participants told me that they cried at their dreams not being accomplished.
The roadblocks with the Black prospective teachers unable to pass the basic skills exam or, for some, maintain the 3.0 GPA give light to a bigger national issue—the quality of K–12 education for students in urban areas.← 119 | 120 → Most of the preservice teachers went to school in urban, public school systems on the East...
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