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The impact of Black teacher mentors on White beginning teachers
by Moss, Wendi A., Ph.D., Virginia Commonwealth University, 2013, 183; 3560506
Abstract (Summary)
This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.
| Advisor: | Shakeshaft, Charol |
| Commitee: | Currie, Darlene, Dozier, Terry, Newcomb-Sherman, Whitney |
| School: | Virginia Commonwealth University |
| Department: | Educational Leadership |
| School Location: | United States -- Virginia |
| Source: | DAI-A 74/09(E), Dissertation Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Educational leadership |
| Keywords: | Black mentors, Cross-race mentoring, Mentoring, White mentees |
| Publication Number: | 3560506 |
| ISBN: | 978-1-303-06554-5 |
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