Should I Be an Antiracist Educator? Teachers Questioning Their Professional Roles and Identity in the Age of Black Lives Matter

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Teacher Activism for/With Marginalized Students

Abstract

The impact of social movements such as Black Lives Matter (BLM) on how teachers view their role and professional identities is unknown. In this study, we conducted structured interviews with 65 primary and secondary public-school teachers in New York City addressing their views on anti-racist teaching practices, teacher professionalism, and current sociopolitical movements such as BLM. A subset of teachers expressed a lack of preparation, comfort, and or motivation to engage with students about social issues, while others saw it as more core to their role as educators. These data provide important insight into the capabilities and limitations of teachers in addressing systemic inequality in their classrooms.

Authors

• Danielle Sutherland, Michigan State University

• Emily Germain, Michigan State University