2020/06/15 by Abiola Farinde-Wu, Abiola Farinde‐Wu, Bettie Ray Butler +1
Social Sciences · #Critical Race Theory in Education #Gender Roles and Identity Studies #Race, History, and American Society
paper · doi:10.1080/00405841.2020.1773160
openalex publication_date 2020/06/15 · crossref created 2020/06/15 · crossref issued 2020/10/01 · crossref published 2020/10/01 · crossref published-print 2020/10/01 · crossref published-online 2020/10/27 · crossref deposited 2024/08/07 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/31 · crossref indexed 2026/07/31
Considering Black women’s historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this finding, teacher education programs and school districts struggle to effectively recruit and retain Black women. Employing Black feminist epistemologies, this paper conceptualize a Black female teacher pipeline (from recruitment to retention to retirement) within a cultural-ecological framework to uncover deeper understandings of the systemic processes that hinder access of Black female teachers in K-12 classrooms. The paper then provides a discussion of specific practice and policy recommendations and concludes with implications for Black women educators and the diversification of the US teacher workforce.