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作者

来源

URBAN EDUCATION,Vol.53,Issue3,P.307-333

语言

英文

关键字

racism; social context of education; diversity; urban education; teacher experiences; critical race theory; teachers of color; racial microaggressions; AFRICAN-AMERICAN TEACHERS; CRITICAL RACE THEORY; EDUCATION; STUDENTS; REFLECTIONS; EXPERIENCES; CHALLEN

作者单位

[Kohli, Rita] Univ Calif Riverside, Grad Sch Educ, Educ Soc & Culture Program, Riverside, CA 92521 USA. Kohli, R (reprint author), Univ Calif Riverside, Educ Soc & Culture, 216 S Madison Ave,305, Pasadena, CA 91101 USA. E-Mail: drritakohli@gmail.com

摘要

Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present representative qualitative narratives from 218 racial justice-oriented, urban teachers of color, this article affirms that urban schoolsdespite serving majority students of Coloroperate as hostile racial climates. Color blindness and racial microaggressions manifest as macro and micro forms of racism and take a toll on the professional growth and retention of teachers of Color. These findings suggest a need for institutionalized reform to better support a diverse K-12 teaching force.