Black Educator Voices Matter: Perceptions, Preparation, and Support for Culturally Relevant and Sustaining Pedagogical Practices

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Against the Tide: Teachers of Color Navigating Challenging School Contexts

Abstract

This study investigates Black educators' perceptions of formal preparation and professional support for culturally relevant and sustaining pedagogical practices in EC-12 environments. Black educators, comprising approximately 7% of U.S. teachers and often serving majority Black and brown students, frequently face expectations to implement culturally relevant practices with limited formal training, contributing to high attrition. A quantitative survey of Black American professional educators revealed a strong desire to implement culturally relevant pedagogy if formally trained. However, participants reported a lack of preparation and infrequent professional development from school systems. Consequently, nearly half independently seek external professional development. Findings underscore the critical need for improved institutional support and curriculum revisions to retain Black educators and ensure culturally responsive education.

Author

• Katina L Thomas, Prairie View A&M University