Let’s Get to Work: Helping Parents and Community Members Advocacy for Black Teachers

• In Event: Amplifying HBCU Educator Impact: From Research to Practice in Teacher Diversity and Equity

Abstract

1. Objectives or purposes
The purpose of this presentation is to (1) discuss findings on the influence of Black teachers on families, (2) learn strategies for advocating Black teacher recruitment and retention, (3) foster partnerships among parents, officials, and schools, (4) highlight HBCU-K-12 partnerships, and (5) raise awareness about the positive impact of Black teachers on all students and encourage community engagement.

2. Perspective(s) or theoretical framework
We surveyed a national sample of Black parents in a recent report and found that a key theme was the importance of Black teachers to families and student outcomes. In that study, we found that 90% of Black parents said it would be very helpful to have resources to help them in their advocacy efforts. As a result, we created this toolkit to help mobilize parents to advocate for more Black teachers.

3. Methods, techniques, or modes of inquiry
The study utilized a mixed method approach that encompassed logistic regression, focus groups, interview data, and descriptive statistics review to critically examine relationships between Black teacher representation and key school outcomes. The following three areas are assessed in the study: Learning Environment, Attitudes About the Educational Landscape, and Strategies to Improve Education. We ran logit models to analyze Black parents’ perceptions of teacher representation, suspensions, aspects of fairness and racial lesson plans at their child’s school.

4. Data sources, evidence, objects, or materials
The findings were derived from 500 low-to-moderate income African American parents and caregivers of school-aged children. In addition, a separate subset of parents was surveyed in the following six cities: Chicago, Indianapolis, Atlanta, Houston, Memphis, and New Orleans. Surveys were administered via landlines and cellphones. Two focus groups, consisting of Black parents, were also facilitated in Atlanta and New Orleans. Additionally, we interviewed 6 Black parents to discuss their experiences with the K-12 setting and Black teachers.



5. Warrants for arguments/point of view
Our findings highlight the critical role Black teachers play in fostering trust and respect among families. Black parents reported feeling more respected and had improved outcomes when more Black teachers were present in their child’s school. The likelihood of Black parents valuing college for their children increased significantly in schools with a higher percentage of Black teachers. Additionally, the chance of Black children facing exclusionary discipline, such as suspensions, was nearly three times lower in these schools. These findings are important because several studies show the positive benefits that Black teachers have on students, from decreases in suspensions and absences, greater access to rigorous courses and deeper student engagement for all students, yet we do not have a sufficient body of work substantiating the impact on families.

6. Scientific or scholarly significance of the work
We developed an advocacy tool for parents to support the recruitment of Black teachers, as they are often excluded from efforts to increase teacher representation. When parents, schools, and institutions like HBCUs collaborate, they can effectively recruit, retain, and support Black educators, which research shows positively impacts student outcomes.

Authors

• Meredith Anderson, United Negro College Fund

• Ashlyn Thomas, UNCF