An Investigation Into the Ongoing Identity Development of African American Educators Teaching in Urban Settings

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Abstract

Concerns regarding teacher recruitment and retention among African American teachers continue to illustrate the difficulty in diversifying the teacher population. African American teachers who have experienced structural oppression, are expected conform to the educational ideologies and strategies of dominant, white society, while also engage and motivate urban youth. This study explored the biographical and professional experiences of African American teachers. To understand the experiences of African American teachers, a narrative approach was employed, allowing for the exploration of the identity, beliefs, and pedagogy of participants.
Findings revealed that participants utilized oppressive experiences to counter and disrupt institutional racism in the schools where they now teach, as well as to connect learning to student’s culture and community.

Author

• Erica J. Glover, Akron Public Schools