Open Access“Dissed”: The Removal of Black Educators from the American Schoolhouse
Author(s) -
Sunni Ali
Publication year - 2021
Publication title -
world journal of social science research
Language(s) - English
Resource type - Journals
eISSN - 2375-9747
pISSN - 2332-5534
DOI - 10.22158/wjssr.v8n1p47
Subject(s) - rubric , economic shortage , framing (construction) , psychological intervention , medical education , critical race theory , black male , pedagogy , sociology , psychology , political science , public relations , racism , medicine , gender studies , engineering , linguistics , philosophy , government (linguistics) , structural engineering , psychiatry
For almost a decade, the teaching profession has seen a drastic shortage of black educators. The closing of many schools in urban areas has helped reduce the number of black educators. Also, evaluative protocols and rubrics applied to measure effective teaching practices harbor biased lenses that impact how black educators maintain their employment status to succeed in the profession. Without promoting recruitment and retention interventions and culturally applied methods to assess teacher effectiveness, fewer students will have an opportunity to experience black educators in their lifetime. The research paper used a critical race and culturally responsive theoretical framing to review the research literature to determine how black educators receive evaluations and become dismissed from public schools.