"Teachers Don't Really Encourage It": A Critical Race Theory Analysis of High School Students' of Color Perceptions of the Teaching Profession

• In Event: Engaging K–12 Students About Teachers, Teaching, and Education

Abstract

A review of findings of a study on the educational experiences of high school Students of Color (SOC) illustrating that U.S. public schools continue to be plagued by “second-class integration,” where SOC are taught by white teachers who are uncomfortable about, and disinterested in, teaching them. CRT frames examination of the relationship between SOC's school experiences and their perceptions of the teaching profession. Findings reveal that SOC are disinterested in, and uninspired to, pursue a teaching career because: 1) they do not see themselves represented in the teacher workforce; and, 2) even when they show interest in teaching, conversations about pursuing a career in teaching are absent from the classroom/school, or presented as only for white students.

Authors

• Christine Clark, University of Nevada - Las Vegas

• Norma A Marrun, University of Nevada - Las Vegas

• Tara J. Plachowski, Embracing Equity

• De'Ana Mauldin, University of Nevada - Las Vegas