How Black teachers lost when civil rights won in Brown v. Board

[Pelican Press 0]

How ****** teachers lost when civil rights won in Brown v. Board

by Diana D’Amico Pawlewicz, Andrea Guiden Pittman, Andrene J. Castro and Marvin G. Powell,

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Credit: fauxels from Pexels

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, the Supreme Court decision that desegregated public schools, stands in the collective national memory as a turning point in America’s ****** for ******* justice. But as the U.S. observes its 70th anniversary, Brown also represents something more somber: It ultimately led to thousands of ****** teachers losing their jobs.

Before Brown, ****** teachers

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. Today,

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of America’s public K-12 teachers, even as ****** children

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of public school students.

As researchers focused on

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,

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,

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and

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, we believe this is an important piece of unfinished business for a country still reckoning with systemic racism. In our view, the best way to fulfill Brown’s promise and confront the

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is to hire more teachers of ******.

How ****** teachers’ ranks rose and fell

Before Brown, ****** children often were excluded from public schools or forced into

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. Rather than accept these conditions, many ****** communities

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to build private schools of their own, buy curricular materials and hire ****** teachers.

Conditions were vastly unequal to those for white children at the time, but the presence of ****** teachers

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with deep value and care.

Prior to 1954, there

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in the ******* States. A decade later, with hundreds of segregated schools closing, more than

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had been fired by white school leaders. As the community-run schools for ****** children disappeared following the end of legalized segregation, so too did the ****** educators who staffed them.

Brown had mandated integration for students but said nothing of their educators.

The importance of ****** teachers

In the decades since, parents, social justice advocates and researchers have documented the importance of teachers of ****** and pleaded for teacher workforce diversity. They

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support student learning and social and emotional development of children of ****** in ways that lead to better outcomes.

One study found the presence of ****** math teachers

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that ****** students enroll in rigorous math classes. Another found that ****** students taught by at least one ****** teacher from kindergarten through third grade were 13% more likely to graduate from high school and 19%

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than same-race peers who did not have a ****** teacher.

Still, the teacher workforce ******** stubbornly white-dominated. Why?

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problematic certification measures, adverse working conditions and discriminatory hiring practices contribute to keeping ****** people from becoming teachers or keeping their teaching positions.

Certification exams are barriers to entry

Obtaining a professional license is a critical milestone in a teacher’s career. Yet licensure policies and exams long have kept ****** teachers out, similar to race-based policies such as

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that once prevented ****** people from voting in the segregated South.

By several measures, standardized tests

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to be biased against people of ******.

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they contain culturally biased questions

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.

What’s more,

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prevent the entry of ****** people into teaching and determine which teachers are retained. As a result, from 1984 to 1989,

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, according to one study of the impact of reliance on licensure exams and policies.

This gatekeeping function is especially troublesome because other studies show exam results are

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. In one study, ****** teachers in North Carolina with low exam scores

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on ****** student achievement.

Difficult work conditions lead to turnover

****** teachers have the highest rate of

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among

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, both white and nonwhite. When asked to

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on their careers, longtime ****** teachers

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they face constant

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from fellow teachers, non-****** parents and district personnel.

****** male teachers in particular say their expertise

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and that they are forced to play disciplinarian for ****** boys. Other studies show ****** teachers are

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into schools with fewer resources, chronic turnover and leadership instability.

Last-in-first-out hiring policies

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. Layoffs of this nature

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the students most often taught by beginning teachers and teachers of ******.

All of this

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for ****** educators.

Discriminatory hiring practices

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practices have made this cycle, and they can break it, too.

One study

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receive fewer job offers than white candidates. When hired, ****** teachers

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to be selected by principals of ******, and they, too, are a

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of school leaders.

Principals say they seek teachers who best fit their school culture. Yet research shows that

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rely on subjective traits and personal attributes, and often this means

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.

The nation faces a

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, but there is no shortage of potential teachers of ******. Seven decades after Brown, it is a lack of

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that is missing.

Provided by
The Conversation

This article is republished from

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under a Creative Commons license. Read the

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.

Citation:
How ****** teachers lost when civil rights won in Brown v. Board (2024, May 19)
retrieved 19 May 2024
from

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