Dr. Chance Lewis of the University of North Carolina at Charlotte says the pipeline of Black educators is in place, and there is no real excuse for underrepresentation in classrooms.
When a group of education researchers, practitioners and activists gathered at Howard University in April to address the lack of diversity in the nation’s teacher workforce, Dr. Leslie T. Fenwick reminded her audience that such a time had already been foreshadowed.
Nearly 60 years ago, Thurgood Marshall first “warned that Black teachers would lose their jobs to racist displacement as the nation’s schools were integrated,” said Fenwick, dean of the Howard University School of Education. Marshall, in 1955, was serving at the NAACP Legal Defense Fund when he reported on the impending plight of these teachers. The year before, Marshall had argued and won the landmark desegregation case of Brown v. Board of Education that opened up classrooms and education to Black children.
The elimination of Black teachers from the classroom would not only be an economic loss for those educators, but a disservice to their students and a detriment for the teaching profession, says Fenwick, further sharing Marshall’s troubling words during a town hall event hosted by Howard’s School of Education, the Congressional Black Caucus Foundation and the American Federation of Teachers.
Today, Marshall’s sobering observations have proved true, say experts pointing to the academic and social benefits that come when African-American and Hispanic students attend schools where racial and gender diversity of teachers and staff is high. But that doesn’t reflect the makeup of most urban public schools when “73 percent of teachers are White and 68 percent of principals are White,” Fenwick adds.
Black and other minority children are being taught in deeply racially isolated schools and are more likely to spend their entire K-12 education in public schools without ever seeing or having a teacher of color. In fact, Fenwick says, “This is the most populous generation of African-American children who have never been taught by an African-American teacher or who have never attended a school led by an African-American principal.”
But Amy Wilkins, the College Board’s new civil rights fellow, pointed out at a town hall forum on teacher diversity that “we have our own mess to clean up” as Black educators.
“Some of the most hurtful things that have been said about Black children have come out of the mouths of Black teachers,” says Wilkins to applause. Just because a Black teacher is in the classroom for Black children, Wilkins adds, there is no guarantee that a positive learning experience is taking place or a role model is there.
What’s needed, says Wilkins, the former Education Trust executive, “are teachers who respect our children and who can be ruthlessly demanding” when it comes to expecting the best academically from Black and minority children, as they do from White students.
And as practitioners and schools of education, urged AFT President Randi Weingarten, “We need to do more to ensure teachers better represent the students they teach. This includes thinking differently about recruitment and retention and about how we as a country view teaching.”
HBCUs, which produce 50 percent of the nation’s Black educators, have been doing just that, says Dr. Chance Lewis, who “is tired of the familiar refrain, ‘We can’t find any good Black teacher recruits.’”
They are out there, and the process begins on college campuses, maintains Lewis, the Carol Grotnes Belk Distinguished Full Professor of Urban Education in the College of Education at the University of North Carolina at
When Dr. Ivory Toldson surveys the education workforce, he finds that “teaching is the No. 1 profession among Black men with master’s degrees,” but there are less than 2 percent of them in the classroom. Improving their college-going and completion rates makes boosting the professional teaching pipeline that much more complicated, but it can be done, says Toldson, a Howard University professor and senior research fellow with the Congressional Black Caucus. The expected retirement of more than 1 million teachers in the coming years offers a great opportunity for racial and gender diversity in the profession, experts say.
For Black male teachers, though, their journey shouldn’t end in the classroom, Toldson suggests. They have too much to offer.
“It would be a disservice to the profession if they aren’t also used to improve diversity,” or tapped to help educate those concerned about best practices for teaching young Black males, or if they aren’t allowed to provide other quality services that can benefit all students regardless of race or gender.
The real issue is getting good teachers in the classroom. I am an African-American university professor and the key is quality educators for today’s children. The imagery issue of having teacher’s that look like you is well founded-but quality must come first, race and all of that other stuff is secondary.
G E Diego
May 13, 2013 at 9:40 am
As one who was part of the recruitment process, this is an complex issue. Quality African-American educators are needed to advocate for our students, however, over the last forty-two years that I have taught there has been less. They also don’t want to work in the north-east. Recruitment was made in colleges, especially historic African-American colleges. Some came, but very few remained.
May 19, 2013 at 3:49 pm
I totally agree that there need to be more opportunities give to preparing
and recruiting teachers of color. I work in a school where the population of students
are African American, Hispanic and other brown colored students. These students
come into my school with strong academics in either math, reading, science, and writing.
However, I have found it nescessary to redirect their
focus towards their future after graduation. It’s disappointing but motivating
too, to guide and direct them to seeing outside their current situation. I spend much of my time
integrating reading strategies, and real world topic and situations. I have event started an instructional
plan where students can plan their short and long term goals. These tools help
them to practice planning and decision making.
Now I am sharing this because, the time I have with my students is vital.
Because, this is a small charter school for students ages 16-21, they need
the guidance. These students were lost in regular public school systems
and have been referred to our school to meet FCAT 2.0 and GED passing scores.
Therefore, I find it important to take their minds and provide them the tools to
take this opportunity and plan and move forward. It’s also important to include
human services and support services to reduce the variables that can and have
hender their individual success.
I am a graduate of a HBCU with a Bachelor’s in Education and a Master’s in Human Services.
so I realize and value the need for growth in this awesome profession.
May 29, 2013 at 8:14 pm
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