How Two Teacher Unions Support Racial Equity in the Classroom
This is the third in a series of articles about the unique challenges teachers of color face and the many ways we - as fellow teachers, administrators, parents, and community members - can support them.
Teacher unions have expanded far beyond collective bargaining. In some cases, they are playing a critical role in supporting racial equity in the classroom. The Ohio Education Association (OEA) and Education Minnesota (EM) are two shining examples of the work that is possible at the state level.
OEA’s Pathways Program supports aspiring teachers of color during their undergraduate college career at two historically black colleges and universities (HBCUs), while EM empowers its members to join forces and tackle real equity work. Their different approaches to confronting racial equity in the classroom serve as models that any state affiliate can explore and adopt.
OEA Is Working to Bring More Teachers of Color into the Classroom
A few years ago, the OEA board adopted four strategic priorities; one was to advocate for racial, social, and economic justice. The OEA Pathways Program was born out of this priority. It partners experienced educators of color with students who are pursuing degrees in teaching at Eastern Gateway Community College and Central State University.
“Pathways was created with the goal of increasing the number of educators, especially those of color, within the state,” Airica Clay, Assistant Executive Director, Member Advocacy at OEA, explained. “We realized that many people of color face roadblocks getting into and then through a teaching program at the college level. Partnering students with someone who can provide guidance as a trusted role model can help them overcome those obstacles.”
Airica Clay
Program structure
Each mentorship lasts as long as it takes for the aspiring teacher to graduate, and much of the mentoring takes place online to accommodate a diverse group of students.
Prospective mentors undergo a rigorous application process that allows OEA to understand the challenges they have faced and the skills, experience, and knowledge they bring to the table. Mentors are then paired with mentees who have similar backgrounds and experiences.
Before mentoring officially begins, mentors join a training program to equip them with various resources and recommendations, such as setting up weekly meetings.
During the first year of the program, mentors asked for a regular space where they could meet and share student challenges and perhaps identify trends. That has been so successful that OEA is now in the process of bringing mentees and mentors together. As Airica pointed out, “This helps build their network of support and provides a listening space for them to share the issues they are facing as a whole.”
Feedback has been overwhelmingly positive
“We have a 100% retention rate,” Airica proudly shared. “We started with about 40 students and mentors, and we have a waiting list of mentors. Our members are eager to give back to the profession and support teachers-to-be. It’s been such a positive experience for everyone.
“Mentees appreciate having an individual in the teaching profession who they can trust and have real conversations about their challenges. They know it’s a judgment-free zone and they can be their authentic selves.”
The early success of the program has allowed Airica and her colleagues at OEA to think big.
“We’d love to expand the program beyond HBCUs to, for example, The Ohio State University,” Airica said, “and move beyond students of color to those who come from disadvantaged socioeconomic backgrounds. We are also looking at ways to better reach and recruit more college students who are studying to become teachers into the program.”
EM Is Empowering Members to Fight for Racial Equity
Even before the murder of George Floyd sparked national conversations about racial equity and justice, EM was actively supporting its members with equity programs. One of those programs, Facing Inequities and Racism in Education (FIRE), empowers members to organize and advocate for equity at the political level.
Educators in Minnesota are fully engaged in this work. “I joke that after six years of cohorts, I can send out a bat signal when there’s a need, and people always show up,” Jonathan Kim, Education Issues Specialist at EM, shared. “Especially after COVID, educators are exhausted. I'm proud that our members are choosing to invest their time in this work.”
Jonathan Kim
One component of FIRE is the Racial Equity Advocate cohort network, a multi-racial group of anti-racist educators who work to:
Deliver professional development and facilitate community learning experiences related to racial equity.
Participate in conflict resolution and restorative justice efforts within school and district communities.
Serve as a supportive peer for colleagues who are working to develop an anti-racism growth mindset.
Lead equity teams/cohorts working to dismantle systemic racism at the local level.
Program structure
One cohort is active each year, and members can apply in early fall. No two cohorts are alike.
“The cohort was originally designed as a linear program - here’s the start, here’s the training, and so on - but it has evolved because the work is not static,” Jonathan explained. “Each year, cohort members tell me that the program is not about giving tools to folks, it’s about building community. We now spend more time on relationship building, because we need trust, compassion, and empathy to move forward on racial equity issues.”
Members are grateful to be among like-minded colleagues
Jonathan said that whether in metro or rural Minnesota, members are interested in real equity work. “They want to talk about how power is structured in the public education system and how it can shift to support everyone,” Jonathan said. “By assembling like-minded folks together, they realize they are not on an island. Being able to say, ‘You get what I’m going through’ has turned the cohort network into a huge support system. “
How to Create Similar Programs at Your State Affiliate
Starting building relationships
Airica said to look around you and identify who you can partner with to make the public education system better. “Start to build those relationships and coalitions,” she suggested. “We share core issues that impact all of us, and the recruitment and retention of teachers is one of those issues.”
Create a culture that supports these programs
Once the OEA board said that racial equity in public education was a strategic priority, the culture shifted, making it easier to develop a program like Pathways. “When we lead by example, I believe we open the door to Locals to follow in our footsteps,” Airica stated. “Be the example!”
Acknowledge the system
“Before we can address racial equity in a meaningful way, we have to acknowledge that we are part of the problem,” Jonathan said. “We must recognize that we have been able to succeed in a system of whiteness. If we cannot do that, we are setting ourselves up for failure.”
Elevate the voices of others
Depending on what equity work you want to focus on, Jonathan said it’s important to elevate the voices of that particular community without over-relying on them to do the work. “It’s a dance, and you need to find the tempo,” he said. “My number one goal is to honor the voices who have helped shape the work. I am simply the humble microphone for them.”
What Racial Equity Programs Does Your State Affiliate Have in Place?
We would love to hear about other racial equity programs that are supporting teachers in your state. If you’d like to share your story, please email us at info@educatorsleadingtheprofession.org.