"Survival Strategies": Deconstructing Race-Neutrality Within Induction Between Early Career Teachers of Color and White Mentors

• In Event: Othering and Belonging for Teachers From Diverse Communities and Contexts

Abstract

In this study, we examined how early career teachers of Color (ETCs) engaged in coaching with their majority white mentors in a yearlong university-based induction program. Through qualitative data analysis and the lens of critical race theory, we learned that 11 ETCs explicitly sought support to “survive” instructional challenges in their school contexts from their mentors. We found that these coaching conversations on “survival strategies” drew attention away from issues of race and masked underlying structures of oppression. Yet, at the same time, these ETCs independently designed curricula to foster cultural relevance and criticality in their classrooms.We conclude our analysis with a call to reform induction programs to sustain/ support teachers of Color beyond survival.

Authors

• Annie Daly, The University of Texas at Arlington

• Saba Khan Vlach, The University of Iowa

• Susan Tily, The University of Wisconsin at Eau Claire

• Jessica Murdter-Atkinson, The University of Texas - Austin

• Beth Maloch, The University of Texas at Austin