School context: implications for teachers of color

• Published date: 11 February 2019
• Date: 11 February 2019
• Pages: 56-70
• DOI: https://doi.org/10.1108/EDI-02-2018-0031
• Author: Jean Madsen,Reitumetse Obakeng Mabokela,Elisabeth A. Luevanos
• Subject Matter: Hr & organizational behaviour

School context: implications for

teachers of color

Jean Madsen

Department of Educational Administration and Human Resource Development,

Texas Agricultural and Mechanical University, College Station, Texas, USA

Reitumetse Obakeng Mabokela

International Programs and Studies, University of Illinois, Champaign,

Illinois, USA, and

Elisabeth A. Luevanos

Department of Educational Administration and Human Resource Development,

Texas Agricultural and Mechanical University, College Station, Texas, USA

Abstract

Purpose –By 2026, students of color will make up 54 percent of the school-age population. Literature on

recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools

(Castro et al., 2018). Cultural differences between teachers and students result in higher number of students of

color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced

math, science and gifted courses. With an emphasis on retaining teachers of color the purpose of this paper is

to examine how traditional school contexts play a role in teacher retention.

Design/methodology/approach –This was a qualitative case study that examined white teachers’

perceptions about their interactions with African American teachers (Merriam, 1998). A case study was useful

in describing the boundaries of the school and how this type of context allowed the researchers to explore

intergroup differences between both groups of teachers (Hays and Singh, 2011). Nine white teachers from

predominantly white schools in the USA were interviewed (Seidman, 1998). The data were analyzed using

what Glaser and Strauss (1967) call a constant comparative method. This process compared the intergroup

theory with teachers’responses.

Findings –Findings indicated that white teachers had little or no experience interacting with people who

were racially and culturally different from them. Because of their curiosity about race, African American

teachers were categorized as the “black expert.”White teachers asked them to speak with African American

parents, give expertise on areas of discipline and chair multicultural events. Group boundaries developed

rapidly as white teachers overwhelmed teachers of color with only their racial problems. African American

teachers were forced into roles, which prevented them from contributing in other areas. Thus, African

American teachers grew tired of only playing one aspect of their teaching.

Research limitations/implications –Upon entering their schools, teachers bring with them a broad array

of experiences, knowledge, skills and abilities. This results in a form of assimilation where they become

like-minded to their schools’norms and values. As incoming teachers of color enter with different norms and

culture, they mediate boundaries having both groups of teachers adjust to cultural differences (Madsen and

Mabokela, 2013). Intergroup differences often occur due to changing demographics in schools. If teachers

cannot work through these normative conflicts, it will be reflected in teacher turnover, absences, workplace

disagreements and teachers of color leaving.

Practical implications –If the focus is to recruit teachers of color, there needs to be an emphasis on

preparing leaders on how to identify and address intergroup differences. As in Bell’s (2002) study and

Achinstein’s (2002) research, when teachers have differences it will have influence how teachers will

collaborate. Thus, teachers of color are prevented from sharing their philosophy about teaching students of

color. These individuals also share the burden of being the only person who can advocate for students

of color, but also serve as cultural translators for other students as well.

Social implications –Future educators not only need to understand how to teach demographically diverse

students, but it is important for them to understand how multicultural capital plays an inclusive role in

getting all students to do academically well. The question becomes of how one teaches the importance of

“humanistic”commitments for all children.

Originality/value –Booysen (2014) believes that identity and workplace identity research only allows for

integration of divergent perspectives. More study is needed to understand how do workers navigate their

identity through the workplace. Workplace identity among group members results in power discrepancies

and assimilation verses the preservation of micro cultural identity. Thus, both groups often have competing

Equality, Diversity and Inclusion:

An International Journal

Vol. 38 No. 1, 2019

pp. 56-70

© Emerald PublishingLimited

2040-7149

DOI 10.1108/EDI-02-2018-0031

Received 14 February 2018

Revised 10 July 2018

Accepted 14 August 2018

The current issue and full text archive of this journal is available on Emerald Insight at:

www.emeraldinsight.com/2040-7149.htm

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