Racial Disproportionality as Experienced by Educators of Color

Abstract

Research has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping.