Date of Award

Spring 5-28-2025

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education/Leadership in Urban Schools

Abstract

Blackgirls can grow up, attend school, and never have a teacher who looks like them. Their teachers may never tell them they could become great teachers someday, or school may not be an affirming place they can imagine returning to as educators. Black women make up only 6% of K-12 teachers, and this research shares the life stories of fourteen Blackgirl educators from that notable group, highlighting the challenges they faced on their journey to becoming teachers. This interview-based study uncovers some of the emotional and institutional scars Black women carry. Findings show that the path to and staying in the profession involves daily struggles with whiteness, ableism, racism, and sexism, often creating a disabling environment. Blackgirls’ experiences in teaching can symbolize a rose growing in concrete, with seeds and roots buried beneath layers of soil and concrete, nurtured through cracks, pushing through to bloom as educators. Despite harsh conditions and the challenges of becoming teachers, Blackgirls favor pedagogical practices rooted in love and care for students and themselves. Creating more inclusive educational practices for all learners involves reimagining teaching methods and transforming teacher preparation to foster more inclusive and equitable environments for Black and Brown students and educators. The data emphasize the importance of educational institutions and schools considering Black women’s educational experiences when developing strategies to improve recruitment, mentorship, and retention of Blackgirls in teaching.

Comments

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