A "Whole-Teacher" Approach: How Black, Indigenous, and People of Color Educators Experience Teaching in Community Schools

• In Event: Sheraton Roundtable Session Fourteen
  In Roundtable Session: Supporting Communities of Color: Leadership Practices That Promote Student and Teacher of Color Success and Belonging (Table 3)

Abstract

We explored the community schooling model from the perspective of BIPOC educators. Through interviewing 25 BIPOC individuals teaching predominantly BIPOC students from working-class families in urban community schools, we inquired teachers’ perspectives on identity, motivation, career intentions, the community schooling ethos, and workplace environment. Participants were committed to a comprehensive view of education and what schools can and should be, and working alongside like-minded colleagues pushing toward that collective vision was one of the most satisfying aspects of teaching in a community school. However, bringing their whole selves to their workplaces presented unique challenges to BIPOC teachers, that sometimes negatively affected their sense of wellbeing and professional persistence. We include recommendations for administrative and public policies that alleviate those issues.

Authors

• Tomoko M. Nakajima, University of California - Los Angeles
  Presenting Author

• Marisa Saunders, University of California - Los Angeles
  Non-Presenting Author

• Darlene Tieu, Los Angeles Unified School District
  Presenting Author

• Rosa Jimenez, RFK Community Schools
  Non-Presenting Author