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dc.creatorBergey, Bradley W.
dc.creatorRanellucci, John
dc.creatorKaplan, Avi
dc.date.accessioned2020-10-12T16:02:26Z
dc.date.available2020-10-12T16:02:26Z
dc.date.issued2019-07-16
dc.identifier.citationBergey, B.W., Ranellucci, J. and Kaplan, A. The conceptualization of costs and barriers of a teaching career among Latino preservice teachers. Contemporary Educational Psychology 59 (2019), 1-16. https://doi.org/10.1016/j.cedpsych.2019.101794.
dc.identifier.issn0361-476X
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/482
dc.identifier.urihttp://hdl.handle.net/20.500.12613/500
dc.description.abstractWe investigated the perceived costs and barriers of a teaching career among Latino preservice teachers and how these men conceptualized costs relative to their race-ethnic identity, gender identity, and planned persistence in the profession from an expectancy-value perspective. We used a mixed-method approach that included a content analysis of open-ended survey responses to identify salient costs and barriers and non-metric multidimensional scaling (MDS) of participants’ responses to quantitative scales to capture phenomenological meaning of perceived costs, collective identity constructs, and planned persistence in the profession. Participants identified a range of drawbacks and barriers of a teaching career including concerns about job demands, work conditions, teacher preparation demands, emotional costs, social status, and salary, among other concerns. The MDS map for the whole sample suggested race-ethnic and gender identity were closely associated with status, salary, and morale; maps also provided insight into phenomenological meanings of different types of costs and cost measures. MDS maps for individual students demonstrated substantial diversity in individual meanings that are lost in group-level analyses. Results are discussed with attention to theoretical and practical implications for understanding and supporting men of color entering the teaching profession.
dc.format.extent17 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartContemporary Educational Psychology, 2019, Vol. 59
dc.relation.isreferencedbyElsevier
dc.rightsAttribution-NonCommercial-NoDerivs CC BY-NC-ND
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleThe conceptualization of costs and barriers of a teaching career among Latino preservice teachers
dc.typeText
dc.type.genrePost-print
dc.description.departmentPsychological Studies in Education
dc.relation.doihttps://doi.org/10.1016/j.cedpsych.2019.101794
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.creator.orcid0000-0002-2898-0085
dc.temple.creatorKaplan, Avi
refterms.dateFOA2020-10-12T16:02:26Z
dc.embargo.lift2021-07-16


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