By Drs. Donna Y. Ford, Erik M. Hines, Edward C. Fletcher Jr, Tanya J. Middleton & Renae D. Mayes
The new school year is upon us. With it comes our individual and collective hopes and concerns about the quality of life in schools for Black students. Simultaneously, we have hopes and concerns about the preparation of teachers – majority white (80%) and females (77%) -- and others -- to work in anti-racist, equitable, and culturally responsive ways with Black students. Our hopes and concerns also pertain to school counselors, mental health providers, and administrators; they are also predominantly white.
Dr. Donna Y. Ford
Increasingly, studies and reports address the inadequate preparation of educators in higher education courses and degree programs, as well as professional development. Decades of data reveal that this inadequate educator training has negative outcomes of Black students more than other student groups. Specifically, we need educators who are anti-racist, equitable, and culturally responsive.
School systems, especially ones in urban areas, have been asking questions about cultural competency for at least the last five to 10 years. We are not aware of the specific race-related questions teachers, school, counselors, mental health providers, and administrators ask of applicants during the interview and hiring process and protocol.
However, we are aware that teachers’ racial biases contribute to lowered expectations for students of color, discriminatory disciplinary practices, and curricula that don’t represent students’ cultures. But what if districts could screen out people with those biases during the hiring process?
The formal interview is no time for the search committee and administrators to shy away from directly asking applicants questions and giving scenarios about equity, diversity, and inclusion. Their views about and experiences is particularly important given recent politicized pushback on teaching about Black history, which has been prominent in the news and social media. Vice President Harris pushed back against Florida Governor DeSantis’ outrageously false and ignorant claim that slavery was not bad because slaves learned a trade.
Further, what do educators think about the extensive overrepresentation of Black students in special education and discipline (expulsion and suspension), along with their underrepresentation in gifted and talented education, Advanced Placement, and other service and programs for advanced students? Do applicants believe that racism exists in schools? How do they explain the achievement gap?
