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Education's “Talented Tenth”: Engaging Retired Educators in the Dialogue on Black Student Achievement

Education's “Talented Tenth”: Engaging Retired Educators in the Dialogue on Black Student Achievement

Patrice W. Glenn Jones, Rose B. Glenn, Lillian C. Haywood, Kevin A. Rolle
Copyright: © 2020 |Pages: 27
ISBN13: 9781799811817|ISBN10: 1799811816|ISBN13 Softcover: 9781799811824|EISBN13: 9781799811831
DOI: 10.4018/978-1-7998-1181-7.ch010
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MLA

Jones, Patrice W. Glenn, et al. "Education's “Talented Tenth”: Engaging Retired Educators in the Dialogue on Black Student Achievement." Fostering Collaborations Between African American Communities and Educational Institutions, edited by Patrice Wynette Jones, IGI Global, 2020, pp. 193-219. https://doi.org/10.4018/978-1-7998-1181-7.ch010

APA

Jones, P. W., Glenn, R. B., Haywood, L. C., & Rolle, K. A. (2020). Education's “Talented Tenth”: Engaging Retired Educators in the Dialogue on Black Student Achievement. In P. Jones (Ed.), Fostering Collaborations Between African American Communities and Educational Institutions (pp. 193-219). IGI Global. https://doi.org/10.4018/978-1-7998-1181-7.ch010

Chicago

Jones, Patrice W. Glenn, et al. "Education's “Talented Tenth”: Engaging Retired Educators in the Dialogue on Black Student Achievement." In Fostering Collaborations Between African American Communities and Educational Institutions, edited by Patrice Wynette Jones, 193-219. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1181-7.ch010

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Abstract

While the discourse on achievement among Black American students often includes the perspectives of researchers, teachers, and college/university faculty, retired educator views are often disregarded. Based on Du Bois's exertion about the Talented Tenth, who he recognized as “educational experts” and “seers” that serve as “leaders of thought and missionaries of culture among their people,” Black retired teachers and educational leaders are questioned about how to change Black student achievement trends, and included in this chapter are the recommendations offered by Black retired teachers and educational leaders—recommendations designed to bring about change in practice. Beyond adding to the discourse on Black student achievement, the chapter gives voice to retired Black educators whose years of professional experiences qualify them as “educational experts.”

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