A Critical Exploration of the Experiences of Black Women Secondary English Teachers in New York City Public Schools

• In Event: Centering the Voices of Black Women and Girls in English Education

Abstract

This qualitative, phenomenological study (Bloomberg & Volpe, 2019) seeks to understand the experiences of Black women who have had careers as secondary English teachers in New York City public schools and addresses the following questions: 1. How has the intersection of race and gender impacted the experiences of Black women secondary English teachers? 2. What are the ways in which Black women secondary English teachers have shaped the literate lives of Black children in New York City public schools? What are some effective recruitment and retention strategies that would encourage more Black women to become educators?

The researcher conducted qualitative interviews with ten New York City public school secondary English teachers who identified as Black women. The research participants included new teachers, current teachers, former teachers who have left the profession, and retired teachers. Participants were asked to discuss their successes and challenges as New York City public school teachers, their use of culturally relevant pedagogy in their English courses, and the ways in which the intersections of their race and gender impacted those experiences. Moreover, participants shared insights on how teacher preparation programs, schools of education, and the New York City Department of Education can better support and retain Black women educators.

The researcher used intersectionality (Crenshaw, 1989) and Black Feminist Criticism (Collins, 2000) to analyze the interviews and to identify emerging themes. Preliminary findings suggest that the participants view their intersectional positionalities as assets that grant them agency in educational spaces, and empower them to advocate for both their students and themselves. Additionally, participants frequently cited mentorship as a key strategy for recruiting and retaining Black women teachers. This study contributes to the growing body of research on the impact of Black women educators and offers insights into effective approaches for their recruitment and retention.

Author

• Lakisha Odlum, Queens College - CUNY