000			01702nab a2200313 4500
999			_c10994 _d10994
003			OSt
005			20201214123048.0
007			cr aa aaaaa
008			201214b ||||| |||| 00| 0 eng d
100			_a Meidl, Christopher _934260
245			_aChallenges to Recruiting Black Males Into Early Childhood Education
260			_bSage, _c2019.
300			_aVol 54, Issue 4, 2019 (564-591 p. )
520			_aThere is a lack of Black male teachers working with young children in early childhood education (ECE). This qualitative research investigated 23 Black male participants’ beliefs about challenges to recruiting Black males to teach in ECE (birth-fourth) and recommendations to increase the number of Black males in ECE. Black masculinity identity theory was used as the lens to understand the sociocultural context participants provided. From the data, several themes emerged from participants’ experiences: challenges to recruitment (i.e., presence, financial, and systematic obstacles in society) and recommendations for change (i.e., recruitment, alternative approaches, encouraging educational paths, and valuing personal interaction).
650			_arace, _930207
650			_aidentity, _934089
650			_acultural responsiveness, _932062
650			_asocial, _934261
650			_adiversity, _934262
650			_aBlack males, _933413
650			_asubjects, _934177
650			_acollege access, _934050
650			_aurban education, t _934263
650			_aeacher education, _934264
650			_a teacher candidates _933418
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085918789745
942			_2ddc _cART