Policy Dialogue: Black Teachers of the Past, Present, and Future. (February 2021)

• Record Type: Journal Article
• Authors: Ladson-Billings, Gloria; Anderson, James D.
• Is Part Of: History of education quarterly. Volume 61:Number 1(2021)
• Page Start: 94
• Page End: 102
• Publication Date: 2021-02
• Subjects: African American education, -- Black teachers, -- education policy, -- racial uplift, -- desegregation; Education -- History -- Periodicals; Éducation -- Histoire -- Périodiques; Onderwijs; 370.9
• DOI: 10.1017/heq.2020.68
• Languages: English
• ISSNs: 0018-2680

Abstract

Abstract : In the second half of the twentieth century, the ranks of Black teachers and school administrators declined precipitously. Today, less than 7 percent of American teachers are Black. This loss has had a number of consequences for schools and communities, but perhaps especially for Black students. As recent research has found, Black students benefit socially and academically from having a Black teacher, are less likely to be suspended or expelled, and are more likely to enroll in college. For this inaugural policy dialogue, the HEQ editors asked Gloria Ladson-Billings and James D. Anderson to reflect on the past, present, and future of the Black teacher corps. Their wide-ranging exchange explores the various roles of educators, the legacy of segregation, the role of policy, and the Black experience. They close with a provocative list of research questions for emerging and established scholars to consider.