Sexism In Education

The goal of this study is to examine to what extent and how the construction of race, sex, and gender embodies Black female art educators in a K-12 environment and the impact on classroom instruction. Therefore, the study is about the stereotype images brought forth by early European travel logs through colonization, which still influence the classroom and impact the field of education.
The study focuses on 5 Black female art teachers employed at different K-12 schools with various degrees of experience. In addition, the study examines the art teacher’s artistic practice and how this influences their teaching. The significance of this research is the personal perspectives of a marginalized population of teachers and the factors that contributed
This study will examine Black female art teachers employed at several public and private K-12 schools in New Jersey. I will explore their experiences with racism and sexism and how this influenced their teaching. This qualitative methodology is appropriate for an examination of the gaps between Black female teachers and the institutions.
The choice of a qualitative study is based on the ability of the researcher to collect a narrative of certain events of an experience (Clandinin & Connelly 2000). This research will seek to understand the factors that went into developing a specific group of Black female teachers who were impacted by their institution. By implementing qualitative methods, I will attempt to present their specific experience as well as my own. For that reason, this research method is used with the participants of this
These methods are suitable for a study dealing with the personal experiences of the educators as well as my own. Additionally, narrative inquiry allows for the study of individual experiences and brings them together into one common thread (Clandinin & Connelly 2000). Furthermore, a narrative inquiry approach is appropriate because the teachers in this study have shared a common experience that is unique to each story. In addition, I will use auto-ethnography methods that will allow the researcher to share her experiences as data (Berry, 2014; Wall, 2006). In both methods, I will try to explain what specific factors the teachers and myself thought were the most influential in their ability to remain teaching at their school. These interviews give the researcher the ability to gain more depth as to the details of racial, sexual, and gender undertones they have received and allow them maybe for the first time express themselves. This study can determine how the Black female teacher’s identity connects to their colleagues and administrator’s stereotypes and