Conceptualizing a Black Female Teacher Pipeline: From Recruitment to Retention to Retirement

Protect Black Women Teachers: Influencing Sustainability Through Mental Health Literacy

“…Several scholars have discussed possible solutions to retaining BWTs in the classroom, and most of them acknowledge the importance of beginning with intentional recruitment (e.g., Farinde-Wu et al, 2020; Gist et al, 2018). Some have also suggested incorporating supports that aid in BWTs' mental health as they navigate their experiences in urban schools (e.g., Hancock et al, 2020; Lisle-Johnson & Kohli, 2020; Mosely, 2018).…”

Cultivating Asset-, Equity-, and Justice-Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color

“…First, this study privileges the perspectives and experiences of PSTs of Color in their effort to better understand and enact culturally responsive and anti-racist practices in the field. As such, this study adds to a growing body of scholarship that advocates for improving the professional experiences of teachers of Color as a crucial step to address the systemic educational injustices facing intersectionally minoritized students of Color (e.g., Carter Andrews et al, 2019; Farinde-Wu et al, 2020; Milner & Laughter, 2015).…”

“…First, this study privileges the perspectives and experiences of PSTs of Color in their effort to better understand and enact culturally responsive and anti-racist practices in the field. As such, this study adds to a growing body of scholarship that advocates for improving the professional experiences of teachers of Color as a crucial step to address the systemic educational injustices facing intersectionally minoritized students of Color (e.g., Carter Andrews et al, 2019;Farinde-Wu et al, 2020;Milner & Laughter, 2015). Second, unlike previous research which primarily focused on PSTs' of Color university-based pedagogical learning through discrete tasks, including self-reflection and group discussion (Durden et al, 2016;Gist, 2017a), this study posits PSTs' of Color pedagogical learning and identity development as a continual process which encompasses integrated tasks with multiple modalities (e.g., individual and collaborative work, face-to-face meetings, online reflections) across coursework and fieldwork.…”

“…Urban teacher educators and programs may also leverage institutional and community resources as mediating means (e.g., collaborative professional development and invited talks by critically oriented in-service teachers, community activists, and scholars) to foster race-conscious and justice-oriented communities (Kohli, 2019; Skerrett, 2011). Additionally, creating a racial affinity space for PSTs of Color during their fieldwork and providing structured guidance can allow PSTs of Color to hold discussions specific to their own pedagogical needs and goals, including strategies to navigate the racial climate of their field site (Farinde-Wu et al, 2020; Pham, 2018).…”