Crossing Boundaries: African American Teachers in Suburban Schools.

Intensive open-ended interviews examined professional experiences of seven male and seven female African American teachers who were recruited into suburban schools to satisfy school desegregation mandates. Findings focus on respondents' heightened awareness of group boundaries in the work environment, racial differences in teachers' instructional and management practices, negative stereotypes, respondents' insider-outsider role and entrapment in the role, and special difficulties for Black male teachers. (SV)