“Not Backing Down”: A Narrative Inquiry Of Black Women Teachers In Urban Schools

Abstract

Recent events- including the overlapping pandemics of hyper-visible racism, policebrutality, economic downturn, climate crises, and the Covid-19 virus- have reified the significance of teacher diversity to counter structural inequalities in education. Of particular concern are low-income urban schools. While greater teacher diversity exists in urban schools, Black teachers - and Black women in particular- experience high turnover compared to their white and male counterparts. Through a contextual analysis of Black women teachers, the purpose of this study was to explore intersectionality and identity negotiation by investigating whether professional experiences and decisionmaking were moderated by ethno-racial and gender identities. Multiple sources of data were collected regarding eight self-identified Black women of the African diaspora with at least two years of experience in urban schools. Analysis of demographic surveys, open-ended responses, and three rounds of semi-structured interviews yielded ten themes: 1) supplementing curriculum with counter-narratives and role models, 2) facilitating conversations about race-related current events, 3) teaching the truth about American history, 4) guiding students to navigate a racialized society, 5) experiencing microaggressions in interracial interactions, 6) disengaging from diversity initiatives, 7) participating in supportive intra-racial relationships, 8) avoiding gendered racial stereotypes, 9) pursuing desired ends, and 10) redefining professionalism. The result of this study adds to the research base regarding intersectionality and identity negotiation as factors influencing teachers of color in urban schools. Additional recommendations are also given to guide research, practice, and policy.