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Start Over Author "Williams, Asia" Topic black teachers
2 results on '"Williams, Asia"'

1. The Teacher Experiences of Racialized Microaggression (TERM) Scale: Construction and Initial Validation.

Author

Powell, Marvin G., Frank, Toya J., View, Jenice, Lee, Christina, Williams, Asia, and Bradley, Jay

Subjects
MICROAGGRESSIONS, ITEM response theory, TEACHERS, FACTOR structure
Abstract

Black teachers experience racialized microaggressions at varying levels in their professional settings. Existing measures of these microaggressions are not context specific. We developed items following a critical quantitative research inquiry approach. Item response theory (IRT) provided validation evidence for the Teacher Experiences of Racialized Microaggressions (TERM) scale. Black U.S. teachers (n = 526) participated. Results revealed a 15-item unidimensional factor structure. IRT analyses revealed the TERM scale measured racialized microaggression levels ranging across the continuum. Use of the TERM scale has implications for understanding the racialized experiences of Black and other underrepresented teachers across other subject areas. [ABSTRACT FROM AUTHOR]

Published
2024
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2. USING NOVEL APPROACHES TO BETTER UNDERSTAND BLACK MATHEMATICS TEACHER RETENTION.

Author

Frank, Toya Jones, View, Jenice L., Powell, Marvin, Lee, Christina, and Williams, Asia

Subjects
BLACK teachers, MATHEMATICS education, ACQUISITION of data, EQUITY (Law), MATHEMATICS teachers, SOCIAL justice
Abstract

We used a mixed method research design to address the complexity of interrogating issues related to retention of Black mathematics teachers. The research design includes oral history interviews with retired Black mathematics teachers and large-scale survey data collected and analyzed from a Critical Race Quantitative Intersectionality approach. It is our position that the contemporary reality of the dwindling numbers of Black mathematics teachers cannot be fully understood without unpacking the issue with a critical, historical lens. Otherwise, we run the risk of perpetuating the longstanding issue of lack of diversity in the field. Thus, this paper presents preliminary findings of a 3-year research project that advances knowledge of the historical influences, with focused attention to sociopolitical forces, that impede retention of Black mathematics teachers. [ABSTRACT FROM AUTHOR]

Published
2019

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