Abstract
ABSTRACT Although many Black women teachers are effective in their practices with students in predominantly White teaching spaces, they may experience troubling, unfair, unrealistic, and controlling organizational expectations that can have lasting impact on them. The author discusses 3 interrelated themes that capture challenges of Black women teachers in these mostly White spaces: (1) Black women teachers are expected to be the expert on everything Black; (2) Black women teachers are expected to engage in invisible work without recognition or compensation; and (3) Black women teachers are expected to agree with the White majority and be “team players,” even when they disagree. Drawing from a theory of disruptive movement, recommendations to disrupt Whiteness and oppression are discussed.
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