Black Female Teachers Who Stay: Teacher Efficacy Through Counternarratives

• In Event: Give Us Free(dom): Black Abolitionist Teaching

Abstract

This study investigated Black female teachers’ efficacy sources relating to why they remain in the profession. Results from the mixed-methods design, situated in a social cognitive and a critical race feminist framework, indicated that for Black female teachers, efficacy is related to years of experience and racial congruence, though efficacy was unrelated to school grade-span. Participants primarily sourced their efficacy through mastery and vicarious experiences, but described how stereotype threat, racial microaggressions, and the mistreatment of Black students detracted from teaching efficacy. These findings inform developing proactive systems to support and retain Black female teachers.

Authors

• Stephanie L Savick, Notre Dame of Maryland University

• Rachel E. Durham, Notre Dame of Maryland University

• Candice Logan-Washington, Baltimore County Public Schools

• Cara Jeanne, Notre Dame of Maryland University