The Implicit Influences of Black Math Teachers

• In Event: A Call to Action for a Changing World: The Positionality of Accountable STEM Researchers

Abstract

Objectives/Purpose
Black math teachers are linked to improved outcomes for Black students (Weiher, 2000) for a myriad of reasons; increased educational opportunities (Dee, 2005), higher expectations (Beady & Hansell, 1981), positive classroom environments (Solomon, 1997), cultural connection and understanding (Ladson-Billings, 2000), role models (Siddle-Walker, 2000), amongst others. If we can see these benefits in the classroom, what can we see if these Black math teachers become administrators? Little research exists on the number of black math teachers who become administrators or the benefits of these administrators on math education. Our study aims to interview Black math teachers who have made the transition to administration and ones who have not. We hope to learn from the supports and hindrances of those who successfully traversed the pathway to assistant principalship. Additionally, we hope to critically examine reasons why Black math teachers choose not to go into administrative roles.

Methods/Modes of Inquiry
This project will use qualitative methods to answer the research questions.
1. What are the pathways Black female teachers take as they move through the leadership pipeline?
2. What are the supports and barriers which impact Black female teachers’ career trajectories once they enter the education field?
3. “How do African American female principals perceive the influence of race and gender on their leadership experience?”

For the qualitative methods, the participants will experience two one-on-one interviews with a researcher.

Data Sources
The researchers have interviewed 8 Black, female teachers who previously a part of an alternative certification research project in 2016. These interviews have been transcribed and will be analyzed for trends in participant responses. Furthermore, of the 600 participants who participated in the survey, a sample of 76 Black teachers’ responses will be analyzed using a chi-square method to determine if the data, which is a survey on career trajectories is statistically significant. The factors/variables are: race, gender, years of teaching experience, or type of school placement on teacher mobility.

Results
Preliminary quantitative data results show Black math teachers are more likely to stay in district than Others. Further analysis will determine (based on this sample size) if there is statistical significance for how many black teachers become principals compared to other races/ethnicities. Preliminary qualitative results show that although many black math teachers in the study were certified to become administrators, it took years to find a position even after applying to 5-10 different schools.

Scholarly Significance/Conference Connection
Increased outcomes for Black students in mathematics is a strong goal, and a part of the nation’s goals to diversify STEM. There is an opportunity to examine ways in which we can increase participation of black teachers in administration. Having former math teachers in that goal could lead to increased outcomes for students in math. This research could inform district policy and further research.

Author

• Francesca Henderson, University of Maryland - College Park