Abstract
In seeking strategies for diversifying the U.S. public school teacher workforce, education policymakers and teacher education programs need to meaningfully consider input from the families of PK-12 Students of Color. Using a Family Critical Race Theory (FamilyCrit) analysis, this article examines the educational experiences and related perspectives of Families of Color about teachers and the teaching profession. Findings reveal that Families of Color perceive teaching as a form of caring and teachers as extended family members. Families of Color wrestled with a divergence of values in encouraging their children to pursue their passions, while concomitantly confronting economic injustices. Findings challenge dominant narratives that Families of Color do not have college or career aspirations for their children.
Repository Citation
Marrun, N. A., Rodriguez-Campo, M., Plachowski, T. J., & Clark, C. (2021). Divergent Values: A Family Critical Race Theory Analysis of Families of Color and Their Perceptions of Teachers and Teaching as a Profession. Taboo: The Journal of Culture and Education, 20 (3). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol20/iss3/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons