Examining and Improving Conditions for Black Educators

Session Type: Symposium

Abstract

There is a growing body of research demonstrating gains in Black student achievement when taught or led by Black teachers or leaders (e.g., Bartanen & Grissom, 2021; Gershenson et al., 2018; Yarnell & Bohrnstedt, 2018; Cherng & Halpin, 2016). Yet, even before the COVID pandemic, the mobility rate of Black teachers was higher than their white teacher peers (NCES, 2022a). However, less is known about the conditions that either support or undermine Black educator retention (e.g., Sun, 2018; NCES, 2022b). In this session, we will hear an analysis of changes in the Black teacher population after school integration followed by three studies working in partnerships to improve the conditions experienced by Black educators in various roles – teachers, coaches, and leaders.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 07: Sustaining Teachers’ Commitment to the Teaching Profession

Chairs

• Laura P. Wentworth, California Education Partners

• Sandra Phillips-Sved, San Francisco Unified School District

Papers

• Patterns in Black Teacher Representation Across the United States, 1950–2010 - Kemi A. Oyewole, Stanford University; Jessica Lee Stovall, University of Wisconsin - Madison

• "When We're in the Room": Black Teachers' Freedom Dreams for Their Retention and Thriving - Jessica Lee Stovall, University of Wisconsin - Madison

• The Uphill Battle of Women of Color Coaching for Racial Equity - Kemi A. Oyewole, Stanford University

• You Can't Make It on Your Own: Supporting Black School Leaders Through Intentional Community-Building - Crystal A. Moore, Education Trust - West

Discussant

• Constance A. Lindsay, University of North Carolina - Chapel Hill