Present but Unaccounted For: Practical Considerations for the Recruitment and Retention of Black Women Teachers

Abstract

ABSTRACT The purpose of this article was to problematize the recruitment, preparation, and retention of Black women teachers in an effort to promote awareness, research, and action. Black women teachers impact the educative and socioemotional needs of all students. However, this impact is most noticeable when Black women serve large populations of Black students. Yet, Black women represent a population of teachers who remain consistently underrepresented in K–12 classrooms. Moreover, Black women consistently represent a substantial portion of the teachers who are “pushed out” or involuntarily exit the classroom each year, and they represent a small percentage of those new to the profession. Despite these trends, few educational policies and programs target the recruitment, preparation, and retention of Black female teachers. Based on our expertise and educational praxis, we utilize empirical research to characterize these challenges and provide solutions for consideration and refinement.