Reflecting Back While Gazing Forward: Black Female Teachers and the Diversification of the United States’ Teacher Workforce

The school-to-prison pipeline represents an educational environment that allows public schools to push many at-risk children out of school and into the juvenile justice or the adult criminal justice system. Consequently, this study explores the disproportionate rates of discipline when comparing Black and White female students in the national public-school system. Specifically, this research explored discipline outcomes for Black and White female students in kindergarten through 12th grade in five of the best academically performing states in the United States compared with five of the worse academically ranked states in the United States. Using the Civil Rights Data Collection (CRDC) of 2013–2014 data, the exploration found Black female students were disproportionately suspended compared with White female students in both the high and low academically performing states. Similarly, Black female students experienced disproportionality rates (overrepresented) compared with White female students for school-related arrests. Overall, the disproportionality rates for Black female students suspended and arrested compared with White female students were higher in the academically higher ranked states.

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Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea

Educational Researcher ◽

10.3102/0013189x08319571 ◽

2008 ◽

Vol 37 (4) ◽

pp. 200-207 ◽

Cited By ~ 37

Author(s):

Nam-Hwa Kang ◽

Miyoung Hong

Keyword(s):

United States ◽

South Korea ◽

Low Socioeconomic Status ◽

The United States ◽

Learning Opportunities ◽

Community Resources ◽

Low Socioeconomic ◽

South Korean ◽

Teacher Workforce ◽

Professional Occupation

Akiba, LeTendre, and Scribner (2007) identified two problems with mathematics education in the United States: (a) a shortage of qualified mathematics teachers and (b) unequal access to those teachers by students of high and low socioeconomic status. Akiba et al. called for further research on how South Korea and other countries have achieved excellence in their teacher workforces and equity in access to qualified teachers. They also called for research on what mediates the relationship between opportunity and achievement gaps. In response, the authors of this article describe pertinent South Korean educational contexts and policies. To ensure teacher quality in the United States, the authors propose establishing teaching as a professional occupation by offering competitive salaries, improving working conditions, and increasing teachers’ out-of-class time for planning and professional development. As a way to close the achievement gap, they recommend that accessible supplementary learning opportunities be provided for students who lack family and community resources.

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A Study of Black Female Principals Leading through Twin Pandemics

Journal of Education Human Resources ◽

10.3138/jehr-2021-0008 ◽

2021 ◽

Author(s):

Jennie Weiner ◽

Daron Cyr ◽

Laura Burton

Keyword(s):

United States ◽

White Supremacy ◽

Phenomenological Study ◽

The United States ◽

Black Female ◽

Racial Justice ◽

Leadership Practice ◽

Female Principals ◽

Real Change ◽

Black Female Principals

In 2020, the United States experienced twin pandemics disproportionately impacting BIPOC communities and their schools and school systems—one new, COVID-19, and one longstanding, that of white supremacy and anti-Black racism. This phenomenological study of 20 Black female principals in two states provides insights into how these leaders, who so often center racial justice and caring for BIPOC children and communities in their leadership practice, grappled with these pandemics and how doing so impacted their leadership and work. Findings suggest that leading through these twin pandemics further cemented these women’s commitments to engage in advocacy and justice work on behalf of their communities and students. They also reported, regarding racial inequity and white supremacy, feeling both a cautious optimism stemming from seeing the work they had long engaged in being taken up at scale, and by white colleagues in particular, and frustration, experiencing this engagement often as “performative” and thus unlikely to lead to real change. And yet they also spoke of their deep commitment to advocacy and social justice moving forward and their role in ensuring that all their students receive the education, opportunities, and outcomes they deserve.

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The Grand Connection

Handbook of Research on Innate Leadership Characteristics and Examinations of Successful First-Time Leaders - Advances in Logistics, Operations, and Management Science ◽

10.4018/978-1-7998-7592-5.ch014 ◽

2021 ◽

pp. 238-252

Author(s):

Catherine Ward ◽

Clint-Michael Reneau

Keyword(s):

United States ◽

United States Of America ◽

Daily Practice ◽

The United States ◽

Black Female ◽

Leadership Characteristics ◽

Sense Of Purpose ◽

First Time

This chapter outlines first-time leadership characteristics demonstrated by Mae Jemison, the first Black female astronaut in the United States of America, to highlight the qualities and characteristics needed to be a successful first-time leader. These characteristics are qualities leaders can identify within themselves, develop, and implement in their daily practice. This book chapter explores 1) the ability to identify and define a personal vision, 2) having a sense of purpose, 3) vulnerability and the willingness to take risks, 4) courage, and 5) ultimately, how leadership is about seeing and valuing the gifts and talents of others and the ability to truly connect with others to fulfill a greater purpose.

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Understanding teacher shortages: An analysis of teacher supply and demand in the United States

Education Policy Analysis Archives ◽

10.14507/epaa.27.3696 ◽

2019 ◽

Vol 27 ◽

pp. 35 ◽

Cited By ~ 7

Author(s):

Leib Sutcher ◽

Linda Darling-Hammond ◽

Desiree Carver-Thomas

Keyword(s):

United States ◽

English Learners ◽

Supply And Demand ◽

Teacher Shortage ◽

The United States ◽

Teacher Shortages ◽

Teacher Supply ◽

Teacher Supply And Demand ◽

Teacher Workforce ◽

National Databases

This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to enrollments, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.

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