Notes on : Darwich,L. (2021) Whom Do I See
in the Staff Room Every Day? The Sources of
Resilience of Teachers of Color. Teacher
Education Quarterly, Spring 2021: 69--89
Dave Harris
Lots of students never see a single teacher of
colour (TOC) yet all might benefit. Some TOCs stay
but often persist 'in the face of racism or
alienation in schools', and this examines how they
do it, after in-depth interviews with 10 of them
in different parts of the USA (but mostly
California).
The first one is a veteran and the only Black
teacher in school. More than half the students in
American schools are students of colour (SOC) yet
TOC are less than 20%. Turnover among new TOC is
significantly higher despite a focus on
diversifying the teaching workforce and evidence
that this has benefits for example in having
higher expectations for SOC and in being more
likely to work in urban schools and valuing the
'community cultural wealth' they find there (70).
Resilience began as a concept in child development
and psychiatry, initially based on the individual
traits of children who faced adversity. Later it
looked at underlying processes. Teacher resilience
is fairly recent and turns on 'continued sense of
purpose and capacity to flourish in the face of
stressors and difficult school circumstances' (71)
although recent work focuses more critically on
the social and ecological environment as well.
There is a model (Jordan) based on 'relational
cultural theory' (RCT) stressing relationships,
rooted in counselling psychology, which focused
especially on POC and other marginalised groups,
and stressed 'mutually empathic growth fostering
relationships… mutuality, empowerment, and the
development of courage'. This would support social
justice. Racism is an institutional problem but it
is experienced with daily interactions and as a
source of personal pain.
She drew on CRT, which is summarised: race is
central, the voices of people are important. There
are five principles, three of which are especially
important — centrality of race, experiential
knowledge, commitment to social justice,
especially the role of schools.
Most teachers drop out from job dissatisfaction.
The highest percentage of White teacher turnover
'is linked to the percentage of SOC in school'
(72) but not TOC. Teacher diversity seems to be
'linked to higher levels of academic achievement
and social emotional well-being for SOC', and even
one TOC can have an effect [references to studies
here]. However, TOC are often particularly
challenged in terms of credentials and expertise
or preparedness. TOC's can be 'role models for all
students, especially SOC' (73). It is
'unreasonable' to have an overwhelmingly White
teaching force. Being a role model is important
for keeping TOC in schools. The varying need of
SOC are more likely to be met by teachers from
different backgrounds. TOC are often 'advocates',
even if this means disapproval and antagonism.
Schools 'continue to be unkind, even hostile',
especially in predominantly White workplaces.
She used 'qualitative thematic analysis[ after]
semistructured in-depth interviews'. She got rich
data after following up probing and asking for
clarification. All the TOC had taught for five or
more years. They were recruited through a
publisher of social justice materials and teacher
education programs. Seven taught in schools where
SOC were a majority. The interviews took place via
zoom. Questions asked what the sources of strength
were, those sources of strength accessed
regularly, and what teacher educators can do in
support of candidates who were TOC. She outlines
her own position, including experience of some
micro-aggressions like surprise that she could
speak English and questions of her ability [she is
an immigrant with Middle Eastern/Arab background].
[Not all her samples were African-American — only
three were]. She familiarised herself with the
data, generated codes looking at themes, refined
them, did multiple readings of the data, used open
coding and further refined codes then fine tuned
them 'using CRT and RCT as analytical lenses'.
Three themes were identified: '(a) sources of
support, (b) kinship in relationships at school,
and (c) the importance of social justice
education' (75).
More specifically participants identified support
from family, mentors of colour and mutual support
with peers mostly TOCs [detailed examples follow,
including support from family even though they
were first to go into teaching or college, drawing
on their own experience of being racialised in
other work contexts, and how to navigate White
spaces, raising consciousness about racism,
overcoming fear, not giving up, taking on the role
of fighting injustice. Mentors were warm and
encouraging and often provided specialist support
as cultural brokers showing the way to interact
with White teachers with courage and wisdom,
including meeting senior management. Peer support
included especially other TOC, were sources of
comfort and learning and empowerment, affinity
groups. There was less support from White peers.
There is a need to develop 'relationship
reciprocity' (78). Relationships will develop
outside school. They observed each other and
adopted suitable teaching approaches including
working collaboratively. Others who did not have
that support stressed the negative effects.
A particular benefit was being able to reflect
back to each other, not explaining themselves, but
feeling kinship, with TOC and SOC, forming instant
connection with others who understood struggles
and provided support, overcoming isolation not
having to worry, recognising each other's
humanity, overcoming being written off. SOC were
often particular '"sources of strength"' (81), and
sometimes POC chose teaching so they could work
with them and share cultural understandings and
trust.
They also found it important to have a sense of
social justice integrated in the teacher education
program, to have dialogues around race and to
share experiences of race and reflections on them.
Sometimes these happened in postgrad educational
courses. Some saw the importance of involving
experienced TOC. Some had managed to integrate
social justice issues into their (science and
maths) curriculum, looking at cancer cells [and
the issue of the Black woman whose cells have been
cultivated without consent], or listing the
contribution of the 'Moors'.
So overall, racist attitudes towards SOC affects
TOC, but some of them persisted and we now know
some of the factors that sustain. Race is central
and is an important factor in their resilience,
but they also need [support networks]. CRT is
essential to recognise 'the indivisible role of
race' in TOC experience. Commitment to social
justice is important. So are cultural brokers and
those who can reflect back. SOC can be important
in the network. Educational institutions can have
a far more positive role through 'social justice
oriented education' (85) in teacher preparation
programs linked to pedagogical knowledge.
The study acknowledges limitations of a small
sample size and local recruitment, self-selected
participants.
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