Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity

Abstract

This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to academic achievement for students, their views differed about whether or how policies undermine the presence of Black teachers in schools. We offer conceptual distinctions between participants’ views, including those who described policy as having a mixed impact on Black teachers, those who described policy as having an unintended but harmful impact, and those who described policy as playing a tacit role in systemic marginalization of Black teachers and as a form of institutional racism. We find benefit in all participants’ views and offer suggestions for initiatives that seek to strengthen workforce diversity.

Impact of Teachers’ Racial Diversity on School Culture

“…In addition, educational leaders should also be represented along lines of differences. Currently, BIPOC educators are underrepresented in teaching and administration (White et al, 2020).…”

“…In addition, educational leaders should be represented along lines of differences. Currently, BIPOC educators are underrepresented in teaching and administration (White et al, 2020). This study provides recommendations to leaders and policymakers to diversify the teaching profession.…”

“…However, hiring along lines of difference does not automatically make a school culture inviting and inclusive. To date, a limited number of recent studies examined qualitatively how augmenting racial diversity among educators impacts the school's culture (White, 2018). This study adds to the leadership literature by seeking the perspectives of students, leaders, and teachers pertaining to the increased racial diversity among teachers and the impact of such practice on the school's culture.…”

“You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust

“…Black males in particular, may struggle with the thought of becoming teachers given their often highly negative interactions with schools and schooling as K-12 students including low expectations, racial stereotypes, microagressions, and disproportionate discipline and punishment (Goings & Bianco, 2016;Walker, Goings, & Wilkerson, 2019;Woodson & Bristol, 2020). Moreover, low pay, the "de-professionalization" of teaching, a lack of acceptance of Black males outside of secondary, mainstream education, and discriminatory hiring practices further complicate their recruitment into K-12 classrooms (see Bristol & Goings, 2019;D'Amico, Pawlewicz, Earley, & McGeehan, 2017;White, Woodward, Graham, Milner, & Howard, 2019).…”

The one room schoolhouse: an action research study of the retention of novice Black teachers in their first-to-fifth year

“…These trends offer a structural trap for prospective Black teachers in that more accessible access to licensing through alternative certification is contingent on less expensive, less rigorous preparation, accelerating the influx of unqualified and inexperienced teachers into communities of color (White et al, 2020). Carter et al revealed in a 2017 study that over half of the newly hired Black teachers were certified through an alternate route, compared to just 22% of other first-year teachers.…”