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100			_aOlitsky, Stacy _955669
245			_aTeaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers/
260			_bSage, _c2020
300			_aVol.52, issue 4, 2020: ( 590-618 p.)
520			_aTo effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African American woman science teacher. In this study, the teacher experienced identity conflicts because structures in her school conflicted with her professional identity, shaped by race and gender, as warm and connected. Results from this study indicate that policies that prioritize measurement over relationships can cause contradictions with culturally responsive approaches and the emotional practice of teaching.
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519873676
942			_2ddc _cEJR
999			_c13687 _d13687