A research synthesis points to the added-value—benefits to social and emotional development, as well as learning outcomes—for students of color taught by teachers of color. Given ongoing education debates, policymakers can use this evidence base to craft legislation aimed at increasing the ethnoracial diversity of the U.S. educator workforce. To begin, historical research shows how Latinx and Black teachers have supported their Latinx and Black students’ social and emotional development during state-sanctioned school segregation. Contemporary qualitative and quantitative research highlights how teachers of color improve social and emotional development, as well as learning, for their students of color. Implications for the reauthorization of the Higher Education Act are discussed.
This phenomenological study draws on semi-structured interviews with 27 Black male teachers across 14 schools in an urban school district—seven schools with three or more Black male teachers and seven schools with one Black male teacher. Consistent with theories about teacher turnover, findings indicate a relationship between organizational characteristics, reasons participants cited for leaving, and participants’ actual decisions to stay or leave.