African American Teachers’ Role in School Desegregation

Abstract

The purpose of this study was to determine African American teachers’ perceptions and experiences in schools where European American teachers and students are the majority. Five female African American teachers were interviewed for the purpose of understanding their perceptions and relationships with students and colleagues in this type of school setting. Data were compared to Cose’s “dozen demons” themes to support consistency in interpreting the participants’ responses to predominantly European American contexts. The intent was to provide a descriptive analysis of African American teachers’(a) ethnic identity and cultural orientation, (b) perceptions of the social and political contexts in which they are employed, and (c) value perspectives on their roles and responsibilities within the context of their employment. The authors concluded that African American teachers employed in schools where European American students and teachers are the majority need to be prepared with strategies for protecting themselves from potentially hostile colleagues and situations.