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How Teachers Learn Racial Competency: The Role of Peers and Contexts

Constance A. Lindsay,
Simone Wilson,
Jacqueline Kumar,
Tia Byers,
Seth Gershenson

This paper investigates how teachers learn about race in the school context, with a particular focus on teachers’ development of racial competency. Using in-depth, semi-structured interviews we find that teachers learn through three sources: from their peers, from years of experience, and from teacher preparation and in-service experiences. Furthermore, we find that learning occurs both informally and formally and that these sources of learning are moderated by three contextual factors: career status, school culture, and out-of-school factors We find that teachers rely most on informal avenues and encounters to develop racial competency.

Keywords
peer effects, teacher effectiveness, teacher diversity, achievement gaps, racial competency, professional development
Education level
K-12 Education
Topics
Teacher and Leader Development
Tags
Race, ethnicity, and education,
Educator perceptions
Download 05/2024
Document Object Identifier (DOI)
10.26300/518m-xn81
EdWorkingPaper suggested citation:
Lindsay, Constance A., Simone Wilson, Jacqueline Kumar, Tia Byers, and Seth Gershenson. (). How Teachers Learn Racial Competency: The Role of Peers and Contexts. (EdWorkingPaper: -968). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/518m-xn81

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