Education
Education
Supporting educators and fostering equitable learning environments for all students has long been a focus in America. While progress has been made at times, systemic challenges have continued to impact educational opportunities for some communities.
While much attention has been given to the experiences of students, it’s equally important to consider the experiences of educators, particularly Black Women Teachers (BWTs), and the unique contributions they bring to the classroom. Addressing the well-being of BWTs is essential for creating a supportive and inclusive educational system. Research has highlighted the challenges that BWTs face, and there’s a need for greater attention to their mental health and overall support (Lee & Johnson, 2022). Despite the valuable contributions BWTs make, their recruitment and retention rates are declining.
By working together, we can empower BWTs to thrive and create more positive and supportive learning environments for all students. To effectively support BWTs, education administrators and stakeholders must understand their experiences and perspectives, separate from external perceptions (Dillard, 2022).
At Shaya Partners, we are committed to the well-being and success of BWTs by:
- Leading the way in advocating for increased support through training, evaluation, and research. Our research will be crucial in advancing knowledge and creating positive change in education.
- Working to shift the workplace culture in schools, enabling BWTs to experience greater joy and fulfillment in their roles. This, in turn, can create more positive and engaging classrooms for all students, fostering acceptance and open communication. Our efforts will contribute to developing solutions and policy changes that benefit all educators in the education system.
The Problem
Research has begun to examine how teaching in demanding school environments can affect teachers’ well-being (Hill,2011; Acosta, 2019; Farinde-Wu & Fitchett; & Lee & Johnson, 2022). However, many studies on teacher well-being may not fully capture the experiences of Black Women Teachers (BWTs).
BWTs may experience unique stressors that impact their well-being and longevity in schools (Acosta, 2019; Farinde-Wu & Fitchett, 2016; Pizarro & Kohli, 2020). Factors such as systemic inequalities can contribute to challenges in their professional lives (Lee & Johnson, 2022).
Indeed, BWTs share commonalities with both women and individuals of color. However, the intersection of factors such as systemic inequities can make their experiences uniquely challenging, highlighting the need for additional research and support for their presence in the teaching profession (Lee & Johnson, 2022; Johnson, 2015).(Lee & Johnson, 2022).
Traditionally, research has focused on recruitment and retention initiatives (Abiola et al., 2016; Ahmad & Boser, 2014; Dixon et al., 2019; & Farinde-Wu et al., 2019). This is due to disparities in retention rates (Abiola et al., 2016; Ahmad & Boser, 2014; Dixon et al., 2019; & Farinde-Wu et al., 2019). Furthermore, there is a need to address under-representation in the American teaching profession; BWTs make up a valuable portion of teachers but are still not as represented as the student population (Farinde-Wu et al., 2019).
This is the case despite the fact that a large percentage of public school students come from diverse backgrounds (Kohli 2016). Research points to institutional factors, such as a lack of support, career opportunities, crowded classrooms, and low pay, as contributing factors (Abiola et al., 2016; Ahmad & Boser, 2014; Dixon et al., 2019; & Farinde-Wu et. al., 2019).
Recent research indicates that well-being is a factor contributing to educators’ experiences in educational institutions (Pizarro & Kohli, 2020). Despite this, academic literature in education has further research to be done to better understand factors that contribute to the experiences and well being of BWTs.
Definitions
The Effects of Stressful Environments:
Educators, particularly those in certain environments, may experience stress responses due to ongoing pressures and challenges in their professional lives. These responses can be the result of facing dismissive, demeaning, or insensitive situations (Smith 2003). Factors such as disparities in representation within the school system can also contribute to these challenges. When students lack diverse role models and opportunities to engage with different perspectives, it can limit their understanding of the world. Additionally, when educational content and activities predominantly focus on one cultural perspective, it can create an imbalance and a lack of cultural awareness.
The Impact of Hearing Others’ Trauma (STS):
Educators and helping professionals may also experience stress reactions similar to those seen in Post-Traumatic Stress Disorder (PTSD) as a result of hearing and supporting individuals who have experienced trauma (Caringi et al., 2015; Hydon et al., 2015). While trauma theory has been applied to understand well-being in education (Hill, 2011; Caringi et al., 2015; Hydon et al., 2015), more research is needed to fully understand the experiences of educators, particularly Black Women Teachers.Specifically, Black Women Teachers face the stress. This includes a need to have higher attrition rates and address the under representation in the teaching professions. There is also research stating that the Black teachers are now only 5% of all teachers. (Farinde-Wu et al., 2019). These have been seen as institutional, a lack of opportunities, and low-pay. (Abiola et al., 2016; Ahmad & Boser, 2014; Dixon et al., 2019; & Farinde-Wu et. al., 2019).