Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color

Kohli, Rita

doi:10.1177/0042085916636653

Cited by 166 publications

(153 citation statements)

References 50 publications

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“…This additional challenge leaves teachers of color to contemplate leaving the field. Teachers of color experience isolation when their work is dismissed by the school and often experience emotionally fatigue when dealing with micro and macro aggressions (Kohli, 2016). In order to keep teachers of colors, schools should actively work to ensure that the school provides a space that does not replicate racial hierarchies and oppression not only for teachers, but also for everyone else who is part of the school.…”

Section: The Challenges Of Teachers Of Color In the Fieldmentioning

confidence: 99%

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2016

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Section: The Challenges Of Teachers Of Color In the Fieldmentioning

confidence: 99%

“…One way to create racially welcoming schools is the recognition of teachers of color and the experiences and practices they bring into the classroom (Kohli, 2016). Moving forward from this recognition, action steps must be taken to find ways to develop welcoming classrooms.…”

Section: Page 45mentioning

confidence: 99%

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2016

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“…Research indicates that embedded racism plays a significant role in the persistent underrepresentation of educators of color in classrooms at all levels of education (Epstein, 2005;hooks, 1994;Kohli, 2008Kohli, , 2012Kohli, , 2014Kohli, , 2018Rodriguez, Boahene, Gonzales-Howell & Anesi, 2012). Teachers of color enter classroom settings in public K-12 institutions at a lower rate, and leave the field at a higher rate than their White counterparts, who comprise 82 percent of the K-12 teacher workforce ( (Boser, 2011;Ingersoll & May, 2011).…”

Section: The Research Problemmentioning

confidence: 99%

“…It is so deeply embedded in US education systems and structures that it can be rendered invisible in its normalcy Ladson-Billings, 1998;Ladson-Billings, 2013;Ladson-Billings & Tate, 1995. It is a complex condition that is often minimized or evaded in scholarly literature, policies and practices addressing the underrepresentation of educators of color (Kohli, 2018). Whether the underrepresentation is viewed in comparison to the general population (based on US Census data), or the population demographics of school districts and schools (based on NCES data), there is disparate representation in the teacher workforce based on race (Boser, 2011(Boser, , 2014Ingersoll & May, 2011).…”

Section: Countermentioning

confidence: 99%

“…While strategies have been developed and implemented to address the problem (Bireda & Chait, 2011), there has been little change in the persistent underrepresentation of teachers of color (ToC) based on data from the National Center for Education Statistics (NCES, 2013). Significant progress in addressing racial disparity in the teacher workforce is unlikely if racism is not explicitly addressed within the efforts to effect change (Kohli, 2018).…”

Section: Countermentioning

confidence: 99%

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Underrepresentation of teachers of color in K-12 classrooms : perceiving and navigating racism

Davis-Vanloo¹

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Teachers of color are persistently underrepresented in K-12 classrooms, relative to student populations. While nearly 50 percent of the national student population consists of students of color, 82 percent of the K-12 teacher workforce is White. This disparity persists despite public and private sponsored efforts at recruiting and retaining teachers of color. Achieving and maintaining a diverse pool of classroom teachers can benefit all students, especially students of color. Data indicate that access to teachers of color improves academic outcomes for students of color. Additionally, a diverse teacher workforce may benefit all students and support movement for educational equity. Racism is an aspect of education that is often absent or minimized in discussions, policies and practices addressing the persistent underrepresentation of teachers of color. This narrative study uses a critical race theory framework, and critical and indigenous methodologies to explore how teachers of color who persist in classroom teaching beyond ten years perceive and navigate racism. The narratives of seven diverse participants yielded individual experiences and overarching themes under two categories of (1) perceptions of racism and (2) strategies for navigating racism. The findings contribute to understanding the lived racialized experiences of teachers of color that may impact recruitment and retention. This study concludes with implications for practice in addressing the underrepresentation of teachers of color in K-12 classrooms, and suggestions for further research. 4 Dedication This doctoral thesis is dedicated to my mother Dorothy Louise Chalk Davis. She did not live to see me make this journey. However, I felt her unlimited love, support, encouragement, and joy in my accomplishment as I completed this project. It is also dedicated to my Great Aunt Annie Mae Lewis who, at 99 years of age, is a model of an independent thinking Black woman. She has been one of my greatest cheerleaders.

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Black male teachers, white education spaces: Troubling school practices of othering and surveillance

Callender¹

2020

British Educational Res J

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The absence of male teachers in primary schools has been an ongoing concern for policymakers and schools in the UK, USA, Canada and Australia, and as schools have become more ethnically diverse so have concerns that the teacher workforce should reflect the communities it serves. Pre-service teacher training plays a critical role in this aim, by identifying, recruiting, retaining and training those who demonstrate potential to become teachers in English primary schools. As one of a few studies to explore the racialised and gendered experiences of black male teachers in England, I adopt the use of critical race theory (CRT) to examine how black male teachers are characterised and constructed in white education spaces. Drawing on a larger study, this paper utilises counternarrative, a key precept of CRT, to draw attention to processes of exclusion, othering and surveillance through the experience of David (the main character). Interview and documentary data illuminate institutional processes of overt and covert racism, as well as racialised and gendered stereotyping. David's story reveals how his voice is muted as it is woven into processes of othering, hyper-surveillance and disciplinary power.

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Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color

Cited by 166 publications

References 50 publications

Untitled

Untitled

Underrepresentation of teachers of color in K-12 classrooms : perceiving and navigating racism

Black male teachers, white education spaces: Troubling school practices of othering and surveillance

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