We Need More Programs that Encourage and Acknowledge Teachers of Color

This is the fourth 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.

Teachers don’t always arrive to the profession in the traditional way: graduate from high school, matriculate to a college or university, earn a diploma, become certified as a teacher, and enter the classroom - all in four or five years. They take many paths to get there, and they need extra support along the way.

Dr. Deborah Jackson, an elementary school music teacher in Ohio who has taught at every grade level during her 35 year career, took a non-traditional - but not unusual - route. “I worked my way through college, sometimes juggling two or three jobs. And for a long time, either my husband was in school, I was in school, or we both were - and we did all this while we had small children,” she explained.

“So many colleges and universities are still geared towards more traditional students who live on campus, have financial backing from home, and study in the library or with study groups on campus,” Deborah continued. “In reality, many students are juggling parenthood, work, and school, and if they drop one ball, their entire day is ruined. A lot of professors don’t understand this.”

Then there are the teachers who leave behind careers to become educators. Vishaun Ezell, a CTE-certified career and educational business teacher at a middle school in Michigan, graduated from college with a business degree and went into banking. But teaching called to her. “I started subbing and decided I wanted my own class,” she recalled. “I would take extra time to make sure that the kids who looked like me were progressing, and I was motivated by the progress - or lack of progress - I was seeing as a sub. I took classes and was certified as a teacher within a year.”

As we have covered in the two previous articles in this series, seeing faces in the classroom or school building that look like yours can have a big impact on teaching and learning. Teachers of color can share their experiences and help each other - and their students - overcome challenges and gain new perspectives. But first, we need to guide and support people of color on their journeys to becoming teachers.

Encourage and support aspiring teachers of color

Two years ago, the Ohio Education Association (OEA) launched the Pathways Mentor Program, which matches experienced teachers with students at Central State University and Eastern Gateway Community College, two of several historically black colleges and universities in Ohio. Pathway Mentors serve as trusted role models who help students navigate the demands of school and prepare for careers as teachers.

Deborah, who is also an OEA board member, and Lillian Tolbert, a social studies and language arts teacher at the 4th through 6th grade level, are Pathways Mentors. Both women said the number one challenge their mentees face is time. “The mentees that I have had are moms and students, and some have full-time jobs,“ Lillian explained. “Managing time between going to school, being a mom, and working - and not procrastinating - has been tough for them.”

Deborah added, “The folks in the Pathways Program tend to have several challenges, and this is why mentoring is important. Being an older student on this path is a very lonely journey. Unless you have a cohort of friends doing the same thing you are, people don’t understand. My role as a mentor at the Pathways Program is to let those young folks know that I get it. I have been through it.”

Another challenge Deborah has seen is resource-based. Too many college professors assume that everyone has Internet access and their own computer, and they will only accept papers turned in online. “We need to make sure our folks have access to the materials and resources they need to be successful,” she said, “and that includes tutoring. If they are struggling in math, they need to know where to go for help.”

Lillian’s experience as a mentor with the Pathways Program has turned her into an evangelist for the program. “I am the president of our Local Association,” she said. “We have a lot of para-professionals who want to go back to school, and I’m encouraging them to go - and join Pathways.”

Acknowledge the skill sets of teachers of color

“We are just as capable as any other teacher,” Vishaun pointed out, “and I also know how to teach children of color because I can associate with where they are coming from. They don’t need to go to an alternative school to get their stuff together. They can get their stuff together right here, with me, because my expectations are high for everyone.”

Vishaun joined the Michigan Education Association (MEA) to make sure her voice - and the voices of other teachers of color - are being heard. “Teachers of color know to come to me. They know I either know the answer or will find the answer. This is why I haven’t retired yet. I want to help fellow teachers and my students through their challenges. I want to advocate for our kids. I want everyone to be successful.”

Create affinity groups for teachers of color

Creating affinity groups is the number one request we hear from teachers of color. “I would love to have a monthly check-in meeting so we could share resources and ideas,” Vishaun said. Deborah echoed that when she noted that “we are all better when we have people to bounce ideas off of.”

And an affinity group will help young teachers gain the skills they need to succeed. “If we want to keep them, we need to nurture them, just like you need to nurture a new hire in any profession,” Deborah noted.

Add co-teaching to the college curriculum

Lillian would like to see the widespread adoption of a co-teaching model. “You learn so many things in college, but you need to learn the ritual and routine of a classroom,” she said. “Every new teacher needs a good co-teaching experience - even for one semester - so they can see what the teacher does to manage the class, engage students, and plan lessons.”

Investigate why teachers of color struggle

When teachers struggle, union and school communities must look at ways to better support them. “A recent National Education Association survey reported that 55% of all teachers are thinking about leaving the profession earlier than planned; 62% of Black and 59% of Hispanic/Latino teachers said the same,” Deborah shared. “We really need to begin to look at why this job is so tough for these two parts of our population.”

Bring dignity back to the profession

“It breaks my heart to see the situation we are in with teachers today,” Lillian said. “We need to find a way to encourage people to go into teaching. There has to be some way where we can get back to saying, ‘This is a profession that is well respected and you may not make the most money but you will have an impact.’ Teachers don’t have good things to say about teaching. That’s very sad. Our kids deserve the very best teachers.”

Do you have an experience becoming a teacher or supporting other teachers of color you would like to share with ELP? Please reach out at info@educatorsleadingtheprofession.org.