“Racism is an Uncomfortable Thing”: Women Teachers of Color’s Perspectives on Race During Teacher Identity Negotiation

• In Event: Exploring Contextual Factors in the Lives of Teachers

Abstract

Women teachers of color are underrepresented compared to white counterparts, perpetuating educational inequities. We explore how these teachers negotiate their intersecting social identities based on their perceived marginalization, and its impact on their teacher identities. Critical narrative inquiry was employed with 29 women teachers of color. Some teachers who did not perceive their racial identities as being marginalized exhibited race-evasive teacher identities. Others who recognized their marginalized racial identities demonstrated race competence by actively addressing racism and advocating for students of color. This study showcases the intertwined relationships between teachers’ identity negotiation and levels of race competence, and highlights the significance of fostering critical consciousness for teachers.

Authors

• Soojeong Lee, University of Arizona

• Ji Y. Hong, University of Arizona

• Dionne Cross Francis, University of North Carolina - Chapel Hill

• Jing Zhao, Educational Psychology

• Yijia Chen, University of Arizona

• Paul A. Schutz, University of Arizona