Dissertation/Thesis Abstract

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.

Indexing (document details)
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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