“Are You Gonna Take My Job Away?”: Latina Bilingual Education Teachers’ Relationships With White Colleagues in a White Racial Frame

Amos, Yukari Takimoto

doi:10.1177/0042085916656900

Cited by 17 publications

(27 citation statements)

References 51 publications

(53 reference statements)

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“…Results regarding administrative support and workload manageability contrast with prior qualitative research indicating teachers of color often experience more challenging relationships with administrators (e.g., Amos, 2020), especially White administrators (e.g., Bednar & Gicheva, 2017), and that teachers of color are often asked to fulfill time-consuming extra responsibilities for serving students of color (e.g., Achinstein & Ogawa, 2011; Bristol & Mentor, 2018). Prior qualitative research consistently indicates that teachers of color, including SETs of color, are often asked to take on additional responsibilities for serving as cultural brokers and behavior managers for students of color (e.g., Scott, 2020; Scott et al, 2021), which may lead to less manageable workloads.…”

Section: Discussioncontrasting

confidence: 96%

Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD

Bettini

Brunsting

Scott

et al. 2022

Journal of Emotional and Behavioral Disorders

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Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our knowledge, no studies have examined the experiences of SETs of color serving students with EBD. Thus, the purpose of this study is to examine the experiences of SETs of color who teach students with EBD, investigating how SETs of color rate their working conditions and intent to continue teaching students with EBD. Analyzing two extant data sets, we found that SETs of color experienced strong support from administrators and paraprofessionals, ratings of many working conditions did not differ by race/ethnicity, and SETs of color on average intended to stay in their jobs. However, of great concern, we found significant differences in experiences of school culture, colleague emotional support, and autonomy, with SETs of color rating school culture and colleague emotional support significantly lower and autonomy significantly higher than white SETs.

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Section: Discussioncontrasting

confidence: 96%

Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD

Bettini

Brunsting

Scott

et al. 2022

Journal of Emotional and Behavioral Disorders

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“…In Amos’s (2020) study, novices reported they were not provided the supports other novices received. One novice shared, “The assistance a fellow third grade teacher, a new white female who speaks Spanish, got was phenomenal.…”

Section: Resultsmentioning

confidence: 99%

“…In Amos’s (2020) study of two Mexican American female teachers, Erika explained how she had students call their parents during class to share good news with them in Spanish, explaining, “I will tell kids, ‘Go call your mom. The phone is right there.…”

Section: Resultsmentioning

confidence: 99%

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Bettini

Cormier

Ragunathan

et al. 2021

Review of Educational Research

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A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers’ careers, when they are more likely to leave. Thus, we conducted a systematic narrative review of the experiences of novice teachers of color in K–12 schools. We identified 72 relevant studies, from 1996 to the present, and qualitatively analyzed themes within them. We found that novices’ experiences of their socialization into K–12 educational institutions were deeply racialized, through their interactions with every aspect of K–12 educational systems. Novices’ experiences often placed them in a double bind, as they experienced tensions between their personal commitments as people of color and their professional commitments in schools that perpetuated oppressive systems. Welcoming novice teachers of color into K–12 schools thus necessitates broader efforts to dismantle the many ways oppressive systems are embedded within and perpetuated by schools—efforts to which novice teachers of color can contribute, but for which they should not bear sole responsibility.

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“…Research continues to demonstrate how racialized spaces, working conditions, and collegial relationships affect TOC. Latina teachers reported White colleagues feeling threatened by their abilities (Amos, 2020), and noted that their White colleagues responded with “emotionally driven responses, such as microaggressions, sabotage, intentionally not helping at all, and surveillance” (p. 659). In Bristol’s (2018) study of Black male teachers, participants reported that being Black “caused people to fear them in their schools” (p. 345).…”

Section: Literature Reviewmentioning

confidence: 99%

The Retention of Educators of Color Amidst Institutionalized Racism

2021

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Representing approximately 20% of the workforce, educators of color (EOC) leave the field at a rate 25% higher than their White counterparts. Despite workforce diversification efforts, few studies investigate the psychosocial consequences of navigating racialized school climate as reasons EOC may leave the workforce. This study relies on survey data collected from educators of color (paraprofessionals through superintendents) across the state of Iowa. Applying a critical quantitative research design, we examined factors that link racialized school climate to their job satisfaction and psychological well-being. Findings indicate that a racialized school climate has a significant, direct effect on EOC’s race-based stress and professional racial self-efficacy. We argue that solely focusing on the retention of educations of color acts as a distraction from dismantling the institutionalized racism that continues to permeate our school systems.

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“Are You Gonna Take My Job Away?”: Latina Bilingual Education Teachers’ Relationships With White Colleagues in a White Racial Frame

Cited by 17 publications

References 51 publications

Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD

Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

The Retention of Educators of Color Amidst Institutionalized Racism

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