“Like where are those teachers?”: a critical race theory analysis of teachers of color who have “left” teaching

Abstract

In seeking to address teacher shortages in the United States, teacher preparation programs, and state education department leaders in particular, have largely focused on the recruitment of new teachers. To some extent, recruitment efforts have also included attention to racially diversifying the teacher ranks. Using a Critical Race Theory framework, this article challenges hegemonic narratives about Teacher of Color absence in, and departure from, teaching, calling attention to their enduring presence in the profession and their experiences as teachers. Findings reveal that despite the persistent and pervasive spiritual, psychological, physiological trauma Teachers of Color suffer, their pride in their identities and commitment to their work as Teachers of Color persist.

Keywords:

• Race
• racism
• Critical Race Theory
• Teachers of Color
• teacher preparation
• teacher retention
• racial trauma
• schooling

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Nevada Department of Education FY17, FY18, FY19.

Notes on contributors

Monica Hernández-Johnson

Monica Hernández-Johnson is a Ph.D. Student in the Department of Educational Psychology and Higher Education at the University of Nevada, Las Vegas and a community-embedded care professional. Her research interests are focused on the use of critical quantitative research methods to inform restorative practices in PK-12 and higher education for Teachers and Scholars of Color.

Valerie Taylor

Valerie Taylor, Ed.D., is a Visiting Assistant Professor in the Department of Interdisciplinary, Gender, and Ethnic Studies at the University of Nevada, Las Vegas. As a Black Feminist interdisciplinary scholar-activist, her research seeks to identify pathways for young Black women to develop and utilize their leadership skills, deepen understanding of the roles that Women of Color play in shaping the cultural narrative in the media and digital spaces, and center culturally responsive rape prevention education.

Ravijot Singh

Ravijot Singh, Ph.D., is a Part-Time Instructor in the Department of Interdisciplinary, Gender, and Ethnic Studies at the University of Nevada, Las Vegas. Her scholarship focuses on how multicultural education can mediate pre- and in-service teachers’ language dispositions to support students who speak English as a second language through translanguaging and other decolonizing language practices in PK-12 classrooms.

Norma A. Marrun

Norma A. Marrun, Ph.D., is an Assistant Professor in the Department of Teaching and Learning at the University of Nevada, Las Vegas. Her research interests include Latina/o education, diversity and equity in the K-16 educational pipeline, immigration policies, and culturally responsive pedagogy, with an emphasis on college access and completion. She draws on interdisciplinary perspectives to examine how Latina/o students and their families challenge and resist insidious forms of oppression within their homes, community, and schools. Central to all this work is privileging students’ lived experiences, family, and community knowledge.

Tara J. Plachowski

Tara J. Plachowski, Ph.D., is a Research Associate with the Branch Alliance for Educator Diversity. Her scholarship focuses on teacher diversity, multicultural teacher education, social justice advocacy, critical theory and critical mixed-methods research, critical race studies in education, mentoring, clinical teacher preparation, school climate and culture, and community schools.

Christine Clark

Christine Clark, Ed.D., is a Professor in the Department of Teaching and Learning at the University of Nevada, Las Vegas. Her scholar-praxis-activist work focuses on deschooling/abolishing white supremacy in education; building critical antiracist/anti-Black racism consciousness and pedagogical practices in teachers, teaching, and teacher education; expanding educator engagement with Indigenous approaches to inquiry and change; amplifying Ethnic Studies-informed critical multicultural curriculum development and transformation; and dismantling the school-to-prison industrial complex.