Treated as Replaceable: Philly Black Teachers’ Experiences

• In Event: For Us, With Us, By Us: Research With Black Teachers by Black Teachers and Black Researchers

Abstract

The research evidence has never been stronger about the benefits of and need for teacher diversity. Yet school communities across the nation are struggling to maintain already disproportionately low rates of teachers of color, and particularly teachers who identify as Black (Rinke & Mawhinney, 2019; The Education Trust, 2016). Across Pennsylvania schools, there is a stark disparity in the rate of students of color and teachers of color, including in Philadelphia, and it is only getting worse: A recent analysis found that in 2020-21 the School District of Philadelphia, the nations 8th largest school district, employed nearly 1,200 fewer Black teachers than it did 20 years ago (Research for Action, 2022). This analysis inspired a qualitative study with Black teachers in Philadelphia to make sense of the exodus of Black teachers–through their perspectives. The Black teacher study in Philadelphia included interviews and focus groups with 30 current and former self-identified Black teachers and examined Black teacher sensemaking around the factors that contribute to their attrition and retention as well as their perspectives on school- and system-level solutions for retaining Black teachers. We allowed former teachers to self-identify, as such, some were retired, others left the classroom for a school leadership or District position, and others left teaching or the field of education completely. Teachers either participated in a 60-minute interview or focus group, and we used a semi-structured protocol to maintain consistency of questions asked.
Overall, the current and former Black teachers in our sample explained how the cumulative impact of racism—systemic and interpersonal, as well as racial microaggressions—serves as a major barrier to retention. Their experiences of these various forms of racism intersect with and compound the challenges recorded by many teachers in urban districts—including ineffective leadership and inequitable resource allocation—making an already demanding job often feel untenable. Current teachers also shared some of the elements that sustain them as they persist in teaching despite the many challenges, such as their love for and commitment to their students. Finally, participants shared recommendations for retaining Black teachers in Philadelphia, including strengthening school leadership, increasing opportunities for teacher mentorship and advancement opportunities, and ensuring public school funding is equitably distributed.
This study makes key contributions to the existing body of knowledge on Black teachers’ experiences (Brown, 2019; Center for Black Educator Development, 2021; DeCuir-Gunby & Gunby, 2016; Duncan, 2019; Mawhinney, 2014; White, et al, 2020) by expanding on recent research findings pointing to the disproportionate attrition of Black teachers in the unique context of Philadelphia and acknowledging and presenting Black teachers as experts on this topic.
Finally, collecting these data through hearing these teachers’ stories led the researchers to consider methods that more meaningfully center Black teachers themselves in study design, data collection, and sense making. It was following this study that the Alleghany County study was designed and later the PAR study–each with clear ambitions and practices to deepen our engagement with, and an opportunity to learn from Black teachers themselves as partners in this research.

Author

• Leana Cabral, Teachers College, Columbia University