Sarah L. Murphy instructs students in a two-room schoolhouse in Rockmart, Georgia, on June 23, 1950. | AP Photo.
May 22, 2024 Story by: Editor
Brown v. Board of Education, the landmark Supreme Court ruling that desegregated public schools, is celebrated as a pivotal moment in America’s struggle for racial justice. However, as the nation commemorates the 70th anniversary of this historic decision, it is important to acknowledge its unintended consequences: the significant loss of jobs for Black teachers.
Prior to the Brown decision, Black educators made up 35% to 50% of the teaching workforce in segregated states. Today, Black individuals represent only 6.7% of public K-12 teachers in the U.S., while Black students constitute more than 15% of the student population.
As experts in education policy, teacher diversity, critical research methods, and teacher quality, we see this as a critical issue yet to be resolved in America’s ongoing battle with systemic racism. We believe that fulfilling the promise of Brown and addressing the national teacher shortage requires increasing the number of teachers of color.
The Rise and Decline of Black Teachers
Before Brown, Black children were often excluded from public schools or relegated to underfunded and unsafe institutions. In response, many Black communities created private schools, purchased educational materials, and hired Black teachers with their limited resources.
Although these conditions were far from equal to those experienced by white children, the presence of Black teachers brought immense value and care to Black students.
In 1954, there were approximately 82,000 Black teachers in the United States. However, a decade after Brown, the closure of hundreds of segregated schools resulted in over 38,000 Black teachers losing their jobs. The integration mandated by Brown applied to students but did not extend to educators, leading to the dismantling of community-run schools and the displacement of Black teachers.
The Vital Role of Black Teachers
In the years since, parents, social justice advocates, and researchers have emphasized the critical role of teachers of color and the need for a diverse teacher workforce. They argue that Black teachers enhance student learning and the social and emotional development of children of color, leading to better educational outcomes.
Research supports this: one study found that Black students with Black math teachers were more likely to enroll in advanced math courses. Another study revealed that Black students who had at least one Black teacher from kindergarten through third grade were 13% more likely to graduate high school and 19% more likely to attend college compared to their peers who did not have Black teachers.
Despite this, the teaching workforce remains predominantly white. Barriers such as problematic certification measures, adverse working conditions, and discriminatory hiring practices contribute to the underrepresentation of Black teachers; research shows.
Certification Exams: Barriers to Entry
Obtaining a teaching license is a crucial step in a teacher’s career, yet licensure policies and exams have historically excluded Black teachers, reminiscent of race-based policies like literacy tests that once barred Black people from voting in the segregated South.
Studies show that standardized tests often contain culturally biased questions favoring white test-takers. These exams not only hinder Black individuals from entering the teaching profession but also determine which teachers retain their positions. Between 1984 and 1989, approximately 21,500 Black teachers lost their jobs due to reliance on these licensure exams and policies.
This gatekeeping is particularly problematic because other studies indicate that exam scores are poor predictors of teacher effectiveness. For example, Black teachers in North Carolina with low exam scores still achieved positive outcomes in Black student achievement.
Challenging Work Conditions
Black teachers experience the highest turnover rates among all teachers. Longtime Black educators report frequent racist microaggressions from colleagues, non-Black parents, and district personnel.
Black male teachers often feel their expertise is undervalued and are disproportionately assigned disciplinary roles for Black boys. Additionally, Black teachers are more likely to work in schools with fewer resources, high turnover rates, and unstable leadership.
Last-in-first-out hiring policies exacerbate these issues, disproportionately affecting students taught by novice teachers and teachers of color, making teaching a precarious career for Black educators. Source: Kentucky Lantern
Discriminatory Hiring Practices
Teacher hiring practices have perpetuated this cycle, but they also hold the potential to break it.
Research indicates that equally qualified Black teacher applicants receive fewer job offers than their white counterparts. When hired, Black teachers are more likely to be selected by principals of color, who themselves are a minority among school leaders.
Principals often seek teachers who “fit” their school culture, but these subjective criteria frequently exclude Black teachers.
Despite a nationwide teacher shortage, there is no shortage of potential teachers of color. Seventy years after Brown, the real issue is a lack of commitment to hiring and retaining them.
By addressing these systemic barriers, America can move closer to realizing the full promise of Brown v. Board of Education and ensuring a diverse and effective teaching workforce., there is no shortage of potential teachers of color. Seventy years after Brown, the real issue is a lack of commitment to hiring and retaining them.
By addressing these systemic barriers, America can move closer to realizing the full promise of Brown v. Board of Education and ensuring a diverse and effective teaching workforce.
