![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
A series of focus groups with black teachers across the United States shows that black teachers bring to their work many skills that often go far beyond their roles as content experts and instructors. They build relationships with students of color that help those students feel connected to their schools, they tend to be “warm demanders,” holding all students to high expectations and as colleagues, they tend to enhance cultural understanding among teachers and administrators of differing races and backgrounds. What they need from school and district leaders is more support for developing the mature, respectful, and diverse working environment in which black teachers and all of their colleagues can thrive.
References
Section:
|
Achinstein, B., Ogawa, R., Sexton, D., Freitas, C. (2010, 3). Retaining teachers of color: A pressing problem and a potential strategy for ‘hard-to-staff’ schools. Review of Educational Research, 80 (1), 71–107. Google Scholar | SAGE Journals | ISI | |
|
Casey, L., Di Carlo, M., Bond, B., Quintero, E. (2015). The state of teacher diversity in American education. Washington, DC: Albert Shanker Institute. www.shankerinstitute.org/resource/teacherdiversity Google Scholar | |
|
Cavazos, S. (2015, 12 7). A shortage everyone can agree on: Indianapolis schools don’t have enough black teachers. Chalkbeat. www.chalkbeat.org/posts/in/2015/12/07/indianapolis-schools-dont-have-many-black-teachers-a-shortage-everyone-can-agree-on. Google Scholar | |
|
Griffin, A., Tackie, H. (2016).Through our eyes: Perspectives and reflections from black teachers. Washington, DC: The Education Trust. https://edtrust.org/resource/eyes-perspectives-reflections-black-teachers. Google Scholar | |
|
King, S.H. (1993). The limited presence of African-American teachers. Review of Educational Research, 63 (2), 115–149. Google Scholar | SAGE Journals | ISI | |
|
Neason, A. (2016, 6 5). The color of school reform. Slate. www.slate.com/articles/life/tomorrows_test/2016/06/new_orleans_needs_more_black_teachers_and_knows_it_why_is_progress_so_slow.html Google Scholar | |
|
O’Connor, L. (2015, 2 11). School district wants to help close the achievement gap by recruiting more black teachers. Huffington Post. www.huffingtonpost.com/2015/02/09/sfusd-black-teachers_n_6647460.html Google Scholar | |
|
Simon, N.S., Johnson, S.M., Reinhorn, S.K. (2015). The challenge of recruiting and hiring teachers of color: Lessons from six high-performing, high-poverty, urban schools. Cambridge, MA: Harvard Graduate School of Education, The Project on the Next Generation of Teachers. http://projectngt.gse.harvard.edu/files/gse-projectngt/files/the_challenge_of_recruiting_and_hiring_teachers_of_color_diversity_july_2015.pdf Google Scholar | |
|
U.S. Department of Education . (2012). Schools and staffing survey. Washington, DC: Author. Google Scholar | |
|
Villegas, A.M, Strom, K., Lucas, T. (2012). Closing the racial/ethnic gap between students of color and their teachers: An elusive goal. Equity & Excellence in Education, 45 (2), 283–301. Google Scholar | Crossref | |
|
Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African-American students. Urban Education, 41, 427. Google Scholar | SAGE Journals | ISI |
