Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers

Olitsky, Stacy

doi:10.1177/0013124519873676

Cited by 9 publications

(6 citation statements)

References 79 publications

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“…Akerson et al (2014), Almeida et al (2018), Archer et al (2017), Avraamidou (2016), Avraamidou (2019), Badia and Iglesias (2019), Blackmore et al (2018), Bradbury and Wilson (2020), Carrier et al (2017), Chen and Mensah (2022), Chung‐Parsons and Bailey (2019), Deneroff (2016), Eick and Reed (2002), El Nagdi et al (2018), Enyedy et al (2005), Foster and Newman (2005), Forbes and Davis (2008), Forbes and Davis (2012), Grier and Johnston (2012), Guzey and Ring‐Whalen (2018), Huang et al (2021), Jiang et al (2021a), Katz et al (2011), Keiler (2018), Madden and Wiebe (2013), Madden and Wiebe (2015), Melville and Bartley (2013), Melville et al (2013), Menon and Azam (2021), Moore (2008b), Murphy et al (2017), Olitsky (2020), Olitsky (2021), Pellikka et al (2022)*, Pedretti et al (2008), Rivera Maulucci (2008), Rivera Maulucci (2013), Rushton and Reiss (2019), Ryder and Banner (2013), Seiler (2011), Siry and Lara (2012), Tsybulsky and Muchnik‐Rozanov (2019), Varelas et al (2005), Valdés‐Sánchez and Espinet (2020), Wei and Chen (2019), Wei et al (2020), Wei et al (2021), Woolhouse and Cochrane (2010), and…”

Section: Overview Of Resultsmentioning

confidence: 99%

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Section: Overview Of Resultsmentioning

confidence: 99%

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

View full text Add to dashboard Cite

show abstract

“…However, minoritized educators experience conflicts in forming their professional identity. These conflicts arise because their identity as a racialized, gendered and cultured beings differs from the professional identity they are expected to assume inside of school (Agee, 2004;Gilpin, 2005;Olitsky, 2020;Singh, 2019). Similarly, minoritized educators are forced to grapple with the proliferating constructs of whiteness and racialized gender constructs that have infiltrated the formations of their personal and professional identities (Burant et al, 2002;Gilpin, 2005;Ramanathan, 2006;Smith Kondo, 2019, Warren, 2020.…”

Section: Understanding the Identity Development Of Minoritized Educatorsmentioning

confidence: 99%

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

Allen

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter focuses on the perspectives of Ricardo, a Latino educator, and his experience with navigating identity as he made curricular and pedagogical considerations in his practice. The chapter begins by reviewing the literature on the experiences of minoritized educators in education, asking: How do minoritized educators navigate the complexity of their identity as a minoritized individual and educator working within predominantly white concepts of knowledge and behavior construction? This chapter analyzes a collection of focus groups, individual interviews, and curriculum artifacts as a means of approaching and analyzing Ricardo’s experiences. This analysis illuminates, (1) how language and hybrid classroom discourse was used to connect with students, and (2) the deep responsibility Ricardo felt to create bridges to the curriculum for his students. The findings of this chapter underscore the need for teacher education programs to better support minoritized educators in navigating the complex positions they assume, as educators and as minoritized individuals, and the ways that these two identities intersect in their practice.

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“…All these studies shared that Black science teachers demonstrate clarity about the impact their racial, cultural, and socioeconomic backgrounds have on their science identity and use that knowledge to make connections for their students. The research that specifically focuses on Black women science teachers as in‐service teachers (Despenza, 2018; McMath, 2015; Mohorn, 2021; Olitsky, 2019; Wright et al, 2021), pre‐service teachers (Sparks, 2018), and/or teacher candidates (Mensah, 2019) have peaked over the last few years. In some fashion, this important body of research explores the experiences and needs of Black women science teachers while also sharing the impact their role has played in the lives of their students.…”

Section: Literature Reviewmentioning

confidence: 99%

“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers

Riley,

Mensah

2023

J Res Sci Teach

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Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID‐19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK‐12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti‐racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti‐racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti‐racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality.

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Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers

Cited by 9 publications

References 79 publications

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers

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