Community-Building for Educators of Color to Promote Policy Change

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Moving Research Implications Toward Action for Liberation: How Scholars Use Research to Build Justice (Table 11)

Abstract

BLIND uses research, coalition-building, and advocacy to ensure North Carolina Public Schools deliver the high quality education that students of color deserve. One way that BLIND serves students of color is by supporting educators of color. When taught by a teacher of the same race, Black students score higher on standardized tests, have better school attendance, are less likely to be subjected to exclusionary discipline, are less likely to drop out of school, and are more likely to have college aspirations (Dee, 2004; Eddy & Easton-Brooks, 2011; Egalite, Kisida, & Winters, 2015; Gershenson et al., 2022; Lindsay & Hart, 2017; Rivkin, Hanushek, & Kain, 2005). Yet, Black educators often report feeling overburdened and underappreciated (Griffin & Tackie, 2017). Additionally, teachers of color remain underrepresented even though students of color make up a majority of public school enrollment in North Carolina.

In response to these challenges highlighted by education scholars, BLIND engages educators of color through three initiatives designed to demystify and actualize research findings: 1) The #TeachingInColor Community is comprised of regional networks of educators of color that offer in-person and virtual opportunities for fellowship and collaboration; 2) BLIND Academy is a seminar on historical events and research findings related to racial equity in education; and 3) the North Carolina Equity Fellows program is in-depth training for educators and journalists on the impact of race on education with an eye toward short-circuiting oppressive systems. In tandem, these initiatives seek to deepen public understanding of representation and improve the quality of representation that educators and policymakers deliver to students and families of color. Ultimately, BLIND intends to move beyond descriptive and symbolic representation to more substantive forms (Pitkin, 1967).

This presentation will highlight the historical events and policies that necessitated BLIND’S work and the research to which this work responds. Presenters will also describe programs and share approaches to evaluating impact. Lastly, the presentation will explore the reality that BLIND is a Black-led organization staffed by scholars who straddle the division between academic and community work, and the tensions that result from this approach.

Author

• Jerry Jameel Wilson, Center for Racial Equity in Education