A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominantly White K 12 Environments
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A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominantly White K 12 Environments
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Author : Torine S. Champion
language : en
Publisher:
Release Date : 2022
A Qualitative Study Exploring The Lived Experiences Of Teachers Of Color In Predominantly White K 12 Environments written by Torine S. Champion and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with Microaggressions categories.
The purpose of this qualitative study was to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis as viewed through the White racial frame lens. There were 15 participants that were included in this research study. Participants were teachers of color with at least 5 years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semistructured interviews that included specific information the researcher wanted to explore. Six themes were revealed: (a) cultural advocacy, (b) congregating and derogatory comments, (c) lack of academic freedom, (d) lack of professional connectivity and microaggressions, (e) coping strategies while maintaining professionalism, and (f) political divide. The findings revealed that teachers of color build networks with other teachers of color, engage in self-advocacy and prayer, and choose to ignore microaggressions. Some participants decided to engage in race conversations to educate their White peers as a way of fostering understanding and empathy. While teachers of color were silenced and marginalized, they continued to maintain their professionalism in predominately White K–12 environments. Keywords: racial microaggressions, teachers of color, Latino teachers, African American (and Black) teachers, Asian American teachers, racism, racial battle fatigue, White racial frame, teacher retention, job satisfaction, Brown v. the Board of Education, professional development, teacher preparation programs, race discussions
Teachers Of Color
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Author : Rita Kohli
language : en
Publisher: Harvard Education Press
Release Date : 2021-06
Teachers Of Color written by Rita Kohli and has been published by Harvard Education Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-06 with categories.
Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives--first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.
Sharing Our Unheard Voices
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Author : Darline Berrios
language : en
Publisher:
Release Date : 2016
Sharing Our Unheard Voices written by Darline Berrios and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Minority teachers categories.
In public education, approximately 80% of teachers in the United States are White, yet close to half of the student population are students of color (U.S. Department of Education, 2011). Gaps in teacher diversity compared with students of color are found in every state across the country (Center for American Progress, 2011). In 2004, the National Collaborative on Diversity in the Teacher Workforce issued a call to action, indicating that over 20 million Latino, Asian, Pacific Islander, and African-American students deserve to see educators who reflect them (National Education Association, 2004). Studies highlight this as a demographic and democratic concern (Archinstein & Ogawa, 2011; Parker, 2003); and increasing the number of teachers of color is just one piece of the puzzle in meeting the needs of our changing student population. ^ The purpose of this phenomenological study was to explore the lived experience of teachers of color by triangulating three depth data sources. The guiding research question was: How do African-American, Latino, and Asian individuals perceive their lived experience of being a teacher of color? Moustakas (1994) states that phenomenological research seeks “meaning from appearances” and a “unified vision of the essences of a phenomenon” (p. 58). Data were collected by interviewing (N=3) Latina teachers, (N=3) African-American teachers, (N=2) Asian teachers, and (N=2) teachers that identified as Trinidadian. Additionally, (N=1) an elite informant was interviewed to provide foundational information. Teachers were also asked to complete a written or audio-recorded reflective narrative in the final phase of the research. Data were analyzed using van Manen's phenomenological analysis strategy (Polit & Beck, 2008). ^ Six prominent themes emerged: 1) humanistic commitments to education, 2) powerful beliefs, connections, and high expectations, 3) conscious awareness of race, culture, and/or socio-economic issues, 4) success expressed through social connections, teaching-like experiences, and financial support, 5) challenges related to race, age, gender, or sexual orientation, and 6) advice on recruitment and retention. Findings may add value to educational leaders and policy makers who are concerned with the recruitment and retention of teachers of color. This study may also add diverse voices to the educational research.
Handbook Of Research On Teachers Of Color And Indigenous Teachers
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Author : Conra D. Gist
language : en
Publisher: American Educational Research Association
Release Date : 2022-10-15
Handbook Of Research On Teachers Of Color And Indigenous Teachers written by Conra D. Gist and has been published by American Educational Research Association this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-10-15 with Education categories.
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
Underrepresentation Of Teachers Of Color In K 12 Classrooms
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Author : Cynthia A. Davis-Vanloo
language : en
Publisher:
Release Date : 2019
Underrepresentation Of Teachers Of Color In K 12 Classrooms written by Cynthia A. Davis-Vanloo and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Diversity in the workplace categories.
"Teachers of color are persistently underrepresented in K-12 classrooms, relative to student populations. While nearly 50 percent of the national student population consists of students of color, 82 percent of the K-12 teacher workforce is white. This disparity persists despite public and private sponsored efforts at recruiting and retaining teachers of color. Achieving and maintaining a diverse pool of classroom teachers can benefit all students, especially students of color. Data indicate that access to teachers of color improves academic outcomes for students of color. Additionally, a diverse teacher workforce may benefit all students and support movement for educational equity. Racism is an aspect of education that is often absent or minimized in discussions, policies and practices addressing the persistent underrepresentation of teachers of color. This narrative study uses a critical race theory framework, and critical and indigenous methodologies to explore how teachers of color who persist in classroom teaching beyond ten years perceive and navigate racism. The narratives of seven diverse participants yielded individual experiences and overarching themes under two categories of (1) perceptions of racism and (2) strategies for navigating racism. The findings contribute to understanding the lived racialized experiences of teachers of color that may impact recruitment and retention. This study concludes with implications for practice in addressing the underrepresentation of teachers of color in K-12 classrooms, and suggestions for further research"--Author's abstract.
Confronting Racism In Teacher Education
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Author : Bree Picower
language : en
Publisher: Routledge
Release Date : 2017-03-27
Confronting Racism In Teacher Education written by Bree Picower and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-03-27 with Education categories.
Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance.
Navigating Identity And Persistence Through Mentoring
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Author : Travis J. Jack
language : en
Publisher:
Release Date : 2022
Navigating Identity And Persistence Through Mentoring written by Travis J. Jack and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with African American teachers categories.
This phenomenological study was designed to explore the lived experiences of 11 Black male teachers in predominantly White K-12 public schools. Specifically, the goal was to capture the thoughts and experiences the 11 Black male participants held on racial identity development and persistence as a teacher, and the influence mentoring had on their development. The design of this study included data collection through multiple sources, including demographic surveys, informed consent, artifacts, and semi-structured interviews. The data collected for this study were analyzed via a hermeneutic phenomenological approach, which involves six activities for examining transcripts and responses (van Manen, 1990). The primary research question guiding this study was: What are the lived experiences of Black male teachers who have engaged in teacher mentoring programs at White K-12 schools? The primary research question and the secondary research questions of this study were undergirded by a theoretical framework consisting of both nigrescence theory (W. E. Cross, 1971) and mentoring theory (Kram, 1985). Four themes emerged from the data and represented the lived experiences of the 11 participants. The findings emphasize how Black male teachers navigate predominantly White K-12 spaces, their peers, and the students they teach. Additionally, each participant highlighted their awareness of their racial identity and the influence it had on the mentoring they received. The findings of this study add to the existing body of knowledge on teacher mentoring programs and the success of Black male teachers by providing a view from a different setting (predominantly White schools). Implications for practice include implementing teacher mentoring networks/webs for Black male teachers and creating Black male teacher affinity groups. Future research should explore the experiences of Black male teachers in predominantly White K-12 schools in other regions of the United States.
A Phenomenological Study Of African American Teachers Experience Of Structural Racism In A Preservice Teacher Training Program
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Author : Zuber S. Ali
language : en
Publisher:
Release Date : 2021
A Phenomenological Study Of African American Teachers Experience Of Structural Racism In A Preservice Teacher Training Program written by Zuber S. Ali and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with African American students categories.
The purpose of this transcendental phenomenological qualitative study was to explore the lived experiences of African American preservice teachers in a predominantly White university. Four students enrolled in an undergraduate teaching program for licensure participated. The research question was, What are the lived experiences of African American preservice teachers in a predominantly White teacher training program in a land grant university in an Upper Midwestern state? Critical race theory was applied as a framework for analysis and understanding of the intricacy of structural racism as narrated by the participants. Data were collected utilizing a three-phased and in-depth phenomenological interviews based on the model developed by Seidman. The interviews were conducted over 3 weeks. Each interview lasted from 60–90 minutes. Coding and analysis of the transcribed data led to the emergence of three themes: (a) racism, (b) self-awareness, and (c) self-actualization. The results suggested that African American preservice teachers are overwhelmed by multifaceted racist encounters. The findings focused uniquely on the experiences of African Americans who are yet to be fully licensed. However, it gives substantial confirmation to past studies on the overall campus and classroom experiences of African Americans in predominantly White institutions.
Building Racial Consciousness
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Author : Rebecca Epting
language : en
Publisher:
Release Date : 2023
Building Racial Consciousness written by Rebecca Epting and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with Education categories.
As racial demographics of students in schools are becoming more diverse, the racial demographics of teachers remains predominantly White. Adding to this, many White teachers are unprepared in the skills of racial literacy and lack the ability to address racist power structures within both the curriculum and their teaching practices. The purpose of this study is to understand how White teachers describe their preparedness to utilize racial literacy skills in their pedagogical practice. More specifically, this phenomenological study is to explore the lived experiences of how White 7-12 grade teachers utilize racial literacy in a public-school setting in Southeastern Pennsylvania, and the development they have received in learning about and addressing race or racism in pre-service or in-service teacher professional development programs. The research questions this study addresses are: 1) How do White teachers integrate racial literacy into their pedagogical practices? 2) What pre-service and/or professional development training related to racial literacy do White teachers describe experiencing? 3) What strategies do White teachers currently use to address race in the curriculum, teaching, and learning? Data was collected through semi-structured interviews, a document analysis of teaching documents participants utilize that demonstrate racial literacy, and notes from a researcher's journal. Findings of this study may be used to better support racial literacy for White teachers who work with diverse students of color, enhance training around racial literacy that is provided by teacher education programs and school district-led professional development, and fill a gap in the research related to the racial literacy of White teachers. Keywords: racial literacy, White teachers, teacher development, pre-service teaching, White teacher identity
Black Teachers White Schools
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Author : Abigail Kathleen Hasberry
language : en
Publisher:
Release Date : 2014
Black Teachers White Schools written by Abigail Kathleen Hasberry and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with African American teachers categories.
An emerging body of research shows that retention of minority independent school teachers creates a positive multicultural climate and increases the likelihood that minority families will enroll their children in the schools as well as preparing all students for a pluralistic society (Brosnan 2001b, AIMS 2010, Katz & Wishine 2001). However, retaining minority teachers in predominantly White and affluent independent schools has proved challenging (Brosnan 2001, 2001b, 2009). This qualitative multiple case study extends the current literature on Black private school teachers by not only examining the experiences, but also the coping strategies and professional identity development processes of nine Black teachers working in predominantly White, independent schools. This study's main research question is: How do Black independent school teachers describe their experiences? Three key ancillary research questions are: What coping strategies do these teachers develop and/or use to navigate the independent school environment? What roles, if any, do/can these teachers' colleagues, administrators, and professional associations play in building a support network for them? How do these teachers develop a professional Black identity as token employees? Based on Kanter's (1993) theory of tokenism, this research explores Black teachers' experiences of racial tokenism in independent schools in an effort to uncover coping strategies and support mechanisms that lead to their retention. Further, the identity development of each teacher will be examined in relationship to Cross and Fhagen-Smith's (2010) modified nigrescence recycling theory. Triangulation of surveys, interviews (both individual and group), and written responses identified four themes in the research. Theme 1 confirmed the original hypothesis that Black independent school teachers experience tokenism on a daily basis. The second theme revealed that the participants all employ similar coping strategies to counter the negative effects of tokenism; creating a personal mission, over-performing, and developing a support structure. Theme 3 confirmed the second hypothesis that Black independent school teachers develop their professional Black identity following the modified nigrescence recycling model. The final theme revealed that the participants overwhelmingly share formal school backgrounds that were similar in demographics, predominantly White and affluent, to the private schools in which they later chose to teach. The findings of this study provide independent school associations, administrators, and teachers with insight on how to create school climates that cultivate the retention of minority teachers.