“Like Where Are Those Teachers?”: A Critical Race Theory Analysis of Teachers of Color Who Have “Left” Teaching

Authors

Monica Hernandez-Johnson, University of Nevada, Las Vegas
Valerie Taylor, University of Nevada, Las VegasFollow
Ravijot Singh, University of Nevada, Las VegasFollow
Norma A. Marrun, University of Nevada, Las VegasFollow
Tara J. Planchowski, University of Nevada, Las VegasFollow
Christine Clark, University of Nevada, Las VegasFollow

Document Type

Article

Publication Date

7-28-2021

Publication Title

International Journal of Qualitative Studies in Education

First page number:

1

Last page number:

21

Abstract

In seeking to address teacher shortages in the United States, teacher preparation programs, and state education department leaders in particular, have largely focused on the recruitment of new teachers. To some extent, recruitment efforts have also included attention to racially diversifying the teacher ranks. Using a Critical Race Theory framework, this article challenges hegemonic narratives about Teacher of Color absence in, and departure from, teaching, calling attention to their enduring presence in the profession and their experiences as teachers. Findings reveal that despite the persistent and pervasive spiritual, psychological, physiological trauma Teachers of Color suffer, their pride in their identities and commitment to their work as Teachers of Color persist.

Keywords

Race; Racism; Critical Race Theory; Teachers of Color; Teacher preparation; Teacher retention; Racial trauma; Schooling

Disciplines

Bilingual, Multilingual, and Multicultural Education | Race and Ethnicity

Language

English

Repository Citation

Hernandez-Johnson, M., Taylor, V., Singh, R., Marrun, N. A., Planchowski, T. J., Clark, C. (2021). “Like Where Are Those Teachers?”: A Critical Race Theory Analysis of Teachers of Color Who Have “Left” Teaching. International Journal of Qualitative Studies in Education 1-21.
http://dx.doi.org/10.1080/09518398.2021.1956634