@EdWorkingPaper{ai24-968,
title = "How Teachers Learn Racial Competency: The Role of Peers and Contexts",
author = "Constance A. Lindsay, Simone Wilson, Jacqueline Kumar, Tia Byers, Seth Gershenson",
institution = "Annenberg Institute at Brown University",
number = "968",
year = "2024",
month = "May",
URL = "http://www.edworkingpapers.com/ai24-968",
abstract = {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.},
}