{"id":75207,"date":"2024-12-13T02:46:53","date_gmt":"2024-12-13T07:46:53","guid":{"rendered":"https:\/\/world.edu\/?p=75207"},"modified":"2024-12-13T02:46:53","modified_gmt":"2024-12-13T07:46:53","slug":"we-interviewed-30-black-public-school-teachers-in-philadelphia-to-understand-why-so-many-are-leaving-the-profession","status":"publish","type":"post","link":"https:\/\/world.edu\/we-interviewed-30-black-public-school-teachers-in-philadelphia-to-understand-why-so-many-are-leaving-the-profession\/","title":{"rendered":"We interviewed 30 Black public school teachers in Philadelphia to understand why so many are leaving the profession"},"content":{"rendered":"

\"\"<\/p>\n

Tracey, a high school teacher in the\u00a0Philadelphia<\/a>\u00a0School District, remembers the hurtful comments she heard from parents when she started her career over a decade ago as a young Black teacher in what was then a predominantly white area of southwest Philly.<\/p>\n

\u201cI can recall white parents making comments saying, \u2018Oh, this young Black teacher who doesn\u2019t have children herself \u2013 how is she supposed to teach my child?\u201d she said. \u201cAnd I\u2019m like, what does my race and the fact that I don\u2019t have children have to do with me educating your child?\u201d<\/p>\n

Tracey\u2019s frustrations mirror those of other Black teachers in Philadelphia.<\/p>\n

In the wake of the COVID-19 pandemic, the teaching profession faced what has been referred to as\u00a0the Great Teacher Resignation<\/a>. A national survey found that\u00a064% of teachers were less satisfied<\/a>\u00a0with teaching after the pandemic compared with prior to the pandemic, and 74% would not recommend teaching as a career.<\/p>\n

In Philadelphia, a great resignation of Black teachers started well before the pandemic and continues today. The decrease in numbers of Black teachers in the district continues despite research that demonstrates Black teachers\u2019 positive impact on Black students\u2019\u00a0experiences in school and academic outcomes<\/a>, as well as their positive impact on all students.<\/p>\n

We are a\u00a0professor of urban education<\/a>\u00a0and a\u00a0Ph.D. in sociology and education<\/a>\u00a0who research Black teacher attrition and other issues involving Black teachers and Black students.<\/p>\n

In 2021, we were part of a small research team that\u00a0interviewed 30 Black teachers<\/a>\u00a0who either currently or formerly worked in the School District of Philadelphia. Tracey and other names used in this article are pseudonyms to protect the anonymity of our interview participants. This study was done in partnership with Research for Action, a Philadelphia-based nonprofit education research group focused on racial and social justice. Our findings were recently published in the peer-reviewed Journal of Black Studies.<\/p>\n

We wanted to understand, from the teachers\u2019 perspectives, why so many Black teachers are leaving the district and what the district can do to support and retain them.<\/p>\n

Black teachers have \u2018grown weary\u2019<\/strong><\/h4>\n

In 2000, there were\u00a04,059 Black teachers<\/a>\u00a0in the district. That number had dwindled to 2,866 by 2022.<\/p>\n

It\u2019s not an issue that is unique to Philadelphia. An education researcher at Penn State University found that between 2022 and 2023, the attrition rate for Black teachers across Pennsylvania was well\u00a0over double that of white teachers<\/a>.<\/p>\n

\u201cBlack public school educators in Philadelphia have grown weary, for good reason,\u201d wrote education scholar and author Camika Royal in her 2022 book \u201cNot Paved for Us<\/a>: Black Educators and Public School Reform in Philadelphia.\u201d<\/p>\n

Our interviews suggest a key reason for this weariness has to do with experiences of racism within the larger school district that affect Black teachers across the system, but manifest differently depending on their schools\u2019 locations.<\/p>\n

Segregated, underfunded schools<\/strong><\/h4>\n

The Black teachers we interviewed who taught in neighborhoods with a majority of Black residents said they faced systemic racism through lack of resources, including books and classroom materials, for their students.<\/p>\n

Philadelphia is\u00a0one of the most racially divided cities in the U.S.<\/a>. Among the nation\u2019s 30 largest cities, it ranks second after Chicago\u00a0in terms of residential segregation<\/a>, according to researchers at Brown University. Schools reflect these neighborhood racial divides.<\/p>\n

\u201cI request things all the time and don\u2019t get them,\u201d said Nina, a middle school teacher in a majority Black neighborhood, \u201cWell, there wasn\u2019t enough books for all the kids. So, what I\u2019m supposed to do? Now I have to go online, find my own resources and things like that.\u201d<\/p>\n

Racial microaggressions<\/strong><\/h4>\n

Black teachers who taught in majority white sections of the city, meanwhile, spoke of their frustration with being the targets of chronic\u00a0racial microaggressions<\/a>.<\/p>\n

Examples of these microaggressions included hearing white parents complain about a Black teacher being assigned to teach their child, and working with white colleagues whom they felt ignored or actively avoided speaking to or acknowledging them.<\/p>\n

\u201cI\u2019m walking down the hall and I say \u2018Hello,\u2019\u201d one mid-career teacher reflected. \u201cIf it\u2019s just me and a white colleague and we\u2019re passing each other in the hallway \u2026 then they don\u2019t say anything to me. But the person behind me who was white, they\u2019ll say something to them before (the other person) even say(s), \u2018Good morning.\u2019\u201d<\/p>\n

Racial microaggressions toward Black teachers<\/a>\u00a0is certainly not a new phenomenon. Nor is it limited to Philadelphia.<\/p>\n

A recent nationwide survey also found that racial microaggressions are a major reason\u00a0Black teachers across the U.S.<\/a>\u00a0are leaving teaching at high rates.<\/p>\n

Support and validation<\/strong><\/h4>\n

Despite the many systemic issues and experiences of racism that Black teachers reported to us, most of the participants in our study \u2013 25 out of 30 \u2013 were current teachers in the district.<\/p>\n

In other words, they had, so far, stayed in the profession.<\/p>\n

These teachers reported they kept teaching because they were committed to students, particularly students of color.<\/p>\n

\u201cI stay because our (Black students), they need to see (Black teachers) in the classroom,\u201d said Mila, a veteran teacher for whom teaching was her third career.<\/p>\n

Many of the teachers also found support and motivation through affinity groups that provide them opportunities to meaningfully connect to other Black teachers. These groups are established by fellow teachers in the district but are organized independently of the district.<\/p>\n

\u201cWhat allowed me to stay was finding networks,\u201d said Simon, another veteran teacher in the district. \u201cAnd then the network kind of made me find my niche, find my voice, find who I was, validate me.\u201d<\/p>\n

Keeping Black teachers in the classroom<\/strong><\/h4>\n

Education scholar\u00a0Bettina Love<\/a>\u00a0argues that school districts and school officials should \u201cstop trying to recruit Black teachers\u00a0until you can retain the ones you have<\/a>.\u201d<\/p>\n

Some meaningful efforts are underway. The\u00a0Center for Black Educator Development<\/a>, founded in Philadelphia, works to recruit and retain Black teachers both in Philadelphia and across the country. Other nationwide organizations, such as the\u00a0Black Teacher Project<\/a>\u00a0based in Oakland, offer fellowship and space for supportive affinity groups.<\/p>\n

School districts or administrators can offer Black teachers physical spaces, financial resources and dedicated time to meet with other Black teachers to discuss racism \u2013 including ways to resist it \u2013 along with self-care. This can help\u00a0prevent an exodus of the Black teachers<\/a>\u00a0who have remained in the profession.<\/p>\n

Author Bios:<\/strong> Lynnette Mawhinney is Professor of Urban Education and Senior Associate Dean for Strategic Academic Initiatives at Rutgers University – Newark and Leana Cabral is a Ph.D. Candidate in Sociology and Education at Columbia University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Tracey, a high school teacher in the\u00a0Philadelphia\u00a0School District, remembers the hurtful comments she heard from parents when she started her career over a decade ago as a young Black teacher in what was then a predominantly white area of southwest Philly. \u201cI can recall white parents making comments saying, \u2018Oh, this young Black teacher who […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[22684],"coauthors":[11733],"class_list":["post-75207","post","type-post","status-publish","format-standard","hentry","category-education","tag-teacher-retention"],"acf":[],"yoast_head":"\nWe interviewed 30 Black public school teachers in Philadelphia to understand why so many are leaving the profession - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/we-interviewed-30-black-public-school-teachers-in-philadelphia-to-understand-why-so-many-are-leaving-the-profession\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"We interviewed 30 Black public school teachers in Philadelphia to understand why so many are leaving the profession - 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