Examining Perceptions of Black and Immigrant Teachers and Administrators Navigating White Hegemonic Spaces

• In Event: Pursuing Racial Justice Through Intersectional Inclusive Education

Abstract

Purpose
White hegemony can be pervasive in educational institutions, fostering racial inequalities and resulting in the marginalization of educators of color and those from immigrant backgrounds. Despite efforts to promote diversity, institutional mechanisms often favor those within the white majority, leaving educators from racial and ethnic minority groups to navigate a landscape that is unsupportive and potentially hostile (Bonilla-Silva, 2018). The purpose of this paper was to examine perceptions of black and immigrant teachers and administrators within institutions that were dominated by white leadership and examine policy and organizational structures within these spaces.
Scholars have long identified the profound barriers faced by educators from marginalized groups within white-dominant educational institutions. Ladson-Billings (1998) highlighted the existence of the "achievement gap," which emphasized the disparities in academic success between white students and students of color. However, much less attention has been paid to the disparities faced by educators of color, particularly those with intersecting identities, in similar spaces (Fraga and Miller, 2020).

Theoretical Framework
Critical Race Theory (CRT) serves as a valuable framework to illuminate these disparities. According to Delgado and Stefancic (2017)3, CRT identifies racism as a commonplace and structural component of society, offering a useful lens to explore the systemic obstacles faced by Black and immigrant educators in white-dominant institutions. Similarly, Intersectionality Theory (Crenshaw, 1989)4 provides a critical framework for understanding how multiple forms of oppression intersect, notably race, ethnicity, and immigration status, among others. Finally I used street level bureaucracy (Lipsky 2010), to analyze the behaviors and coping mechanisms of these frontline teachers and workers.

Method
A mixed-methods approach, combining both qualitative and quantitative data, was used to collect comprehensive insights. Educators and administrators who identified as Black or immigrant from ten different educational institutions across the U.S. were surveyed and interviewed.

Findings
The findings indicated that Black and immigrant educators frequently experienced microaggressions, prejudice, and exclusion from their peers and superiors. Furthermore, these individuals were often overlooked for career progression opportunities, faced inequities in workload, and experienced a lack of representation at decision-making levels. These experiences were exacerbated for those educators with intersecting identities.

Discussion
The experiences of Black and immigrant educators within white hegemonic institutions can be attributed to systemic biases and institutional practices that perpetuate racial disparities. Without adequate support and cultivation mechanisms, these educators face a myriad of challenges that limit their potential for professional growth and impact on the educational system.

Significance
It is clear that white hegemony within educational institutions continues to foster significant challenges for Black and immigrant educators. A greater emphasis on structural changes, including the development of support and cultivation mechanisms, is necessary to address these disparities and promote an inclusive educational environment.

Author

• Suman Rath, Montclair State University