{"title":"“我不会邀请他们去库库特”:黑人男性特殊教育教师对与白人同事社交的感受","authors":"Christopher J. Cormier","doi":"10.17763/1943-5045-92.1.86","DOIUrl":null,"url":null,"abstract":"In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees’ relationships with their predominantly White and female colleagues and how these Black male teachers chose to forgo social activities with their White colleagues even while knowing that this avoidance could limit their opportunities for broader career advancement.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"“I Wouldn’t Invite Them to the Cookout”: How Black Male Special Education Teachers Feel About Socializing with Their White Colleagues\",\"authors\":\"Christopher J. Cormier\",\"doi\":\"10.17763/1943-5045-92.1.86\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees’ relationships with their predominantly White and female colleagues and how these Black male teachers chose to forgo social activities with their White colleagues even while knowing that this avoidance could limit their opportunities for broader career advancement.\",\"PeriodicalId\":48207,\"journal\":{\"name\":\"Harvard Educational Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2022-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Harvard Educational Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.17763/1943-5045-92.1.86\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Harvard Educational Review","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.17763/1943-5045-92.1.86","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
摘要
在这篇研究文章中,Christopher J. Cormier分析了他对五位美国黑人男性特殊教育教师的采访,以了解他们如何体验工作场所的社会关系。访谈揭示了种族和性别的动态,使受访者与以白人和女性为主的同事之间的关系变得复杂,以及这些黑人男教师是如何选择放弃与白人同事的社交活动的,即使他们知道这种回避可能会限制他们更广泛的职业发展机会。
“I Wouldn’t Invite Them to the Cookout”: How Black Male Special Education Teachers Feel About Socializing with Their White Colleagues
In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees’ relationships with their predominantly White and female colleagues and how these Black male teachers chose to forgo social activities with their White colleagues even while knowing that this avoidance could limit their opportunities for broader career advancement.
期刊介绍:
The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.