Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity

Autor/inn/en	White, Terrenda; Woodward, Brian; Graham, DaVonna; Milner, H. Richard, IV.; Howard, Tyrone C.
Titel	Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity
Quelle	In: Journal of Teacher Education, 71 (2020) 4, S.449-463 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Terrenda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119879895
Schlagwörter	Educational Policy; African American Teachers; Diversity (Faculty); Disproportionate Representation; Teacher Recruitment; Teacher Persistence; Academic Achievement; Accountability; Critical Theory; Race; Equal Education; Educational Change; Educational Researchers; Attitudes; Racial Discrimination; Educational Legislation; Federal Legislation; Charter Schools; Policy Analysis + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerrekrutierung; Schulleistung; Verantwortung; Kritische Theorie; Rasse; Abstammung; Bildungsreform; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Attitude; Einstellung; Verhalten; Racial bias; Rassismus; Bildungsrecht; Schulgesetz; Bundesrecht; Charter school; Charter-Schule; Politikfeldanalyse
Abstract	This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to academic achievement for students, their views differed about whether or how policies undermine the presence of Black teachers in schools. We offer conceptual distinctions between participants' views, including those who described policy as having a mixed impact on Black teachers, those who described policy as having an unintended but harmful impact, and those who described policy as playing a tacit role in systemic marginalization of Black teachers and as a form of institutional racism. We find benefit in all participants' views and offer suggestions for initiatives that seek to strengthen workforce diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01