Perspectives on Black Teachers' Experiences and the Connection to Retention

• In Event: Retaining Teachers of Color: Major Considerations and Approaches

Abstract

The proportion of Black teachers entering the workforce has doubled over the past 30 years (Warner-Griffin, Noel, & Tadler, 2016). Despite this increase, literature shows Black teachers are also less likely to remain in the profession often citing a lack of autonomy and poor working conditions (Casey, Di Carlo, Bond, & Quintero, 2015). Many studies assume working conditions and autonomy are universal constructs that arise solely as a condition of working in “high needs, hard to staff schools” – a narrative derived from a predominately white workforce (Ingersoll and May, 2011). Despite the characterization, Black teachers indicate a desire to work in such schools where there are often large populations of students of color (Achinstein, 2010). While autonomy and working conditions are critical for all teachers, it is pertinent to understand how these constructs particularly influence Black teachers’ decisions to engage in the profession. This is even more important given the current assault on teacher autonomy by way of state legislation banning the teaching issues around systemic racism and critical race theory. This paper uses two tenets of critical race theory (permanence of racism and colorblindness) to inform this qualitative study. The purpose of the study is twofold: to explore Black teachers’ perceptions of their professional challenges; and to provide a nuanced conversation on teacher retention that prioritizes the voices of Black teachers across the nation. This study asks: What are the perspectives of Black teachers on their experiences in the field that may impact their retention?

The data included in this paper are drawn from a national, exploratory study of Black and Latino educators. Researchers utilized both purposeful and convenience sampling in this phenomenological study to conduct focus groups with 154 Black teachers across 7 states. In this study 80% of participants were female, and the sample averaged 11.3 in the profession. By examining the perceptions of a national sample of Black teachers’ perceptions, we hope to demonstrate that Black teachers’ experiences—be they with students, parents, other staff, or administration—are informed by the system of racism that impacts their distinctive experiences. We also hope to shatter the colorblind lens often applied when understanding the experiences of teachers. Our findings expose various experiences of racism and discrimination where Black teachers 1) have passion for a failing system; 2) are limited by a perceived specialty in classroom management and school discipline; and 3) have their expertise questioned constantly. By highlighting the distinctive needs of the existing population of Black teachers, the researchers extend the literature highlighting that teachers’ experiences are not colorblind. If their experiences are not colorblind, then we submit that their decisions on whether to stay or leave the profession are also not colorblind. And so, if we are truly serious about diversifying the workforce, we must go one step-further to address and understand Black teacher experiences and conditions as we create policies that impact educators of color. The paper also describes school-based interventions and solutions that schools and districts can take to retain them.

Authors

• R. Davis Dixon, Howard University

• Ashley Griffin Gilchrist, Bowie State University

• Hillary Tackie, The University of Chicago