Black Educators’ Perspectives on Black Students’ Needs

• In Event: Conceptualizing Black Consciousness Within Motivation Research

Abstract

Black educators have a significant history of educating Black students. Since the inception of the public education system, Black educators have been integral to its development and have demonstrated a deep commitment to providing Black students with a quality education (Anderson 1988). However, the social and economic landscape of the public education system was dramatically changed after the Supreme Court case of Brown v. Board of Education (Tillman, 2004). The ruling that catalyzed school integration also decimated the Black teaching force, devaluing the professional identity of those that remained and significantly changing the prospects for the Black middle class (Madkins, 2011). The effects of the 1954 ruling are still experienced today, as only 7% of the public education system is composed of Black educators, according to the National Teacher Preparation Survey (NTPS). Of that 7%, an overwhelming number are concentrated in urban schools with higher populations of Black students (Royston et al., 2021). As debates continue regarding the best mode of intervention for ensuring Black students’ success, increasing the Black teacher population remains a top priority (Driessen, 2015; Moore et al., 2017; Joshi et al., 2018). In contradiction to these efforts, Black educators are rarely consulted when discussing what Black students need most to be successful (Johnson et al., 2013).
To provide an opportunity for Black educators to speak about their perspectives regarding this topic, we utilized the National Survey of Black Teachers dataset composed of 238 survey responses from Black educators (Mustafaa, 2014). A dataset of this magnitude that centers Black educators is rare due to the limited population, and our sample included variation among years of teaching experience, HBCU attendance, and childhood school urbanicity. In addition, all participants answered a variety of measures that assessed their pedagogical beliefs on topics such as cultural awareness (Webb-Johnson & Carter, 2005), cultural sensitivity (Bakari, 2003), and cultural practices (Love & Krueger, 2005). For the purposes of this study, we analyzed childhood social class, birth cohort, and the open-ended question, “What do African American/Black children need to be successful in school today?”
We conducted multiple rounds of thematic coding for 156 responses utilizing an inductive coding approach. Doing so revealed that Black educators recommended varying support systems for Black students ranging from school-based resources to community-level interventions. Common themes included recommendations for a rigorous curriculum, qualified educators who care about their student’s well-being, and engagement from communities and parents. Although Black educators differ in their perspectives on Black students’ needs, their responses reflect the existing literature, which identifies the need for a culturally responsive curriculum, well-resourced educators who genuinely care about their student’s success, and community-based engagement that involves parents and families. To ascertain the motivation behind recommended support systems, we analyze how perspectives differ based on childhood socioeconomic status and birth cohort. Given the significant shifts in race relations since the Civil Rights Act of 1964, we explore how educators, who were born pre- versus post-, may vary in their perspectives regarding what Black students need to be successful.

Authors

• Christopher Coleman, University of California - Davis

• Asia Ivey

• Faheemah N. Mustafaa, University of California - Davis

• Natalie R. Davis, University of Michigan

• Esohe R. Osai, University of Pittsburgh