I Come as One but I Stand as Ten Thousand: Supporting the Lone Black Educator by Cultivating White Allies and Co-Conspirators

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Autor/in	Pepple, Jessica Renee
Titel	I Come as One but I Stand as Ten Thousand: Supporting the Lone Black Educator by Cultivating White Allies and Co-Conspirators
Quelle	(2023), (211 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Boston University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4042-5
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; African American Teachers; Whites; Minority Group Teachers; Social Isolation; Teaching Experience; Females; Sense of Community; School Culture; Aggression; Racism; Advocacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; White; Weißer; Soziale Isolation; Weibliches Geschlecht; Schulkultur; Schulleben; Rassismus; Sozialanwaltschaft
Abstract	Findings from Travis J. Bristol's research article, "To Be Alone or In a Group: An Exploration into How the School-Based Experiences Differ for Black Male Teachers Across One Urban School District," found that Black teachers who were in "Groupers schools," those with four or more Black male teachers in the building, had a different experience than teachers who were in Loner-schools, those with one Black teacher. Loners from the Bristol study believed that being a Black teacher created apprehensions towards them from their white colleagues and reported having a greater desire to leave their schools than those teachers who were in buildings where there were groups of Black teachers. These findings are a forewarning for predominantly white school districts, buildings, administrators, and colleagues, to pay closer attention to the "Loners" in their building and begin to recognize how this can be an issue for Black teachers and further, impact future recruitment and retention levels for this population. This study examines the Lone Black Educators' lived experience/s to better understand their "position," outlook, and approach to their role. The phenomena of this subpopulation were captured using a survey and qualitative interviews. Descriptive statistics and theme analytics captured and summarized the data from three sets of participants: Lone Black Female Educators (survey participants), Lone Black Educators from an urban school district, and white allies of the Lone Black Educators in the urban school district. The findings from this study disclosed four critical components that have shaped the negative experience/s of being a Lone Black Educator; they include: (a) a lack of belonging within the school building culture, (b) microaggressions endured by white colleagues, (c) having to intervene more often on behalf of Black students due to being a Lone Black Educator, and (d) working in an oppressive system as educational leaders. This study provides another perspective of the Lone Black Educator experience; that is, the perspectives of white allies and co-conspirators. The data collected revealed that white allies and co-conspirators are fostered over time and require a reflective space to learn and continue the journey of racial self-identity. Their journey towards antiracism began at various stages of life; the journey towards allyship was motivated by seeing different forms of oppression occur to people with whom they had frequent interactions, including, but not limited to: family members, Black and Brown students in their classrooms and non-familial adults in their networks. This awareness and compassion further prompted these allies to establish a professional relationship with the Lone Black Educator in their building and/or school district. In an effort to provide a resource for Lone Black Educators and to dismantle the existing state of affairs for Lone Black Educators, four strategies have emerged from this research to help predominantly white school districts better support Lone Black Educators; the strategies include: 1. Conducting a district equity audit and applying the recommendations set forth, 2. Providing Diversity, Equity, and Inclusion Professional Development for all staff, 3. Providing access for teachers of color to affiliate with racial affinity groups, 4. Facilitating restorative justice practices for racial bias and microaggression conflict resolutions. These strategies serve as a framework for districts to consider using to identify, address, and positively impact the experiences of Lone Black Educators while also dismantling oppressive structures that keep other Black educators out of the school building and/or school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01