Dissertation
Exploring the experiences of foreign-born teachers to ascertain perceived factors and barriers to passing the teacher licensure exam: a hermeneutical phenomenological study
Doctor of Education (Ed.D.), Drexel University
Jun 2023
DOI:
https://doi.org/10.17918/00001736
Abstract
Historically, teacher exams have been suspected of racial disparities and cultural bias. The National Council on Teacher Quality (NCTQ) report the first-time passing rate is 48%. While 75% of white applicants score a passing grade, a proficiency gap exists where only 38% of Black/African Americans pass. Foreign-born Black teachers are included in the subgroup of Black teachers despite their ethnic or cultural origins; yet there is limited knowledge about their experiences with the teacher licensure examination. The purpose of this hermeneutical phenomenological qualitative study was to understand the lived experiences of foreign-born teachers-of-color who identify as Black and explore their perceptions of factors and barriers to passing the teacher licensure exam the first time. Ten immigrant teachers-of-color who identify as Black or African American participated in this study. All of the teachers teach in either a regular public school or charter public school. The teachers represent three Caribbean countries and four African countries. Eight of the ten participants passed the teacher licensure exam on the first attempt. The two participants who did not pass on the first attempt attribute their challenges to language differences. Three themes were uncovered during data analysis: (1) Personal Responsibility and Accountability (2) Prior Educational Success and Attainment; and (3) Exam Preparation Strategies. The participants revealed the roles of intersectional factors such as language, immigration status, family, religion and culture with academic success. The participants attributed intrinsic and extrinsic factors such as attitude, finances, and proper preparation to their performance on the teacher licensure exam, factors that align with the tenets of Achievement Goal Theory. This study is significant to understanding the experiences of Black educators on the teacher licensure exam. By isolating the lived experiences of foreign-born Black teachers, this study illuminates a demographic whose experiences are oftentimes overlooked and enables more nuanced responses to improving the pass rate of Black teachers on the teacher licensure exam. Recommendations for practice and future research are included. Key words: foreign-born Black teachers, teacher licensure, proficiency gap, model minority, achievement goal theory
Metrics
52 File views/ downloads
47 Record Views
Details
- Title
- Exploring the experiences of foreign-born teachers to ascertain perceived factors and barriers to passing the teacher licensure exam
- Creators
- Veronica Elaine Black
- Contributors
- Kristine S. Lewis Grant (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 160 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021212315504721