Rooted in Purpose: Making Persisting Women Teachers of Color Visible in K-12 Again
Yujia Zhai
Co-Presenters: Shalander Samuels
College: College of Health Professions and Human Services
Major: MSW.SOCIALWORK
Faculty Research Mentor: Samuels, Shalander
Abstract:
The landscape of education has undergone significant transformations, marked by persistent inequities, systemic oppression, racism, diminished professional autonomy, and inadequate resources (Ball, 2021; Leonardo Grubb, 2018; Liedauer, 2021). As political forces increasingly shape educational policy especially through bans and anti-inclusion legislations — many teachers of color face mounting challenges that contribute to their departure from the profession. While existing research extensively examines why teachers leave the profession, comparatively little attention has been given to understanding why and how teachers of color choose to remain. Current research, however, has found that teachers of color are integral and have significant impact on students of colors’ academic success (Dilworth & Brown, 2008; Gist & Bristol, 2022; Lindsay, 2021). The purpose of this study is to examine the persistence of K-12 women teachers of color who have made a deliberate commitment to staying in the classroom despite systemic barriers. Grounded in feminist theory (Crenshaw, 1989; Collins, 2000; hooks, 1984) and social capital theory (Bourdieu, 1986; Coleman, 1988), this study centers the intersectional identities of women of color and examines how power, resistance, relationships, and access shape their professional experiences. Using a qualitative narrative methodology, this study draws on the narratives of ten K-12 women teachers of color (WOC) across diverse educational contexts. Findings reveal that the participants persist in teaching through cultivation of supportive networks, commitments to students and engaging in acts that are affirming to their identities and purpose. By centering the voices of women of color, this work offers critical implications for teacher preparation programs, school leadership and policy efforts aimed at retaining and sustaining teachers of color within an increasingly hostile educational climate.Research questions: What are motivating factors for Women of Color to stay in the classroom considering the social and political challenges they face in education?