My Research
Findings from previous research have shown that schools with four or more Black male teachers in the building, had a different experience than teachers who were in Loner-schools, those with only one Black teacher. Loners from the Bristol study believed that being a Black teacher created apprehensions from their white colleagues and they reported having a greater desire to leave their schools than those teachers who were in buildings where there were groups of Black teachers. These findings from over ten years ago served as a caution for predominantly white school districts, buildings, administrators, and colleagues, to pay closer attention to the “Loners” in their buildings and begin to recognize how this can be an issue for Black teachers and impact future recruitment and retention levels for Black educators.
My research went further to examine the Lone Black Educators' lived experience/s to better understand their “position,” outlook, and approach to their role. The phenomena of this subpopulation were captured using a survey and qualitative interviews. Descriptive statistics and theme analytics captured and summarized the data from three sets of participants: Lone Black Female Educators (survey participants), Lone Black Educators from an urban school district, and white allies of the Lone Black Educators in the urban school district.
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The findings from my study disclosed four critical components that have shaped the negative experience/s of being a Lone Black Educator; they include: (a) a lack of belonging within the school building culture, (b) microaggressions endured by white colleagues, (c) having to intervene more often on behalf of Black students due to being a Lone Black Educator, and (d) working in an oppressive system as educational leaders.
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My work provides another perspective of the Lone Black Educator experience; that is, the perspectives of white allies and co-conspirators. The data collected revealed that white allies and co-conspirators are fostered over time and require a reflective space to learn and continue the journey of racial self-identity.
Their journey towards antiracism begins at various stages of life; the journey towards allyship is motivated by seeing different forms of oppression occur to people with whom they have frequent interactions, including, but not limited to: family members, Black and Brown students in their classrooms, and non-familial adults in their networks. This awareness and compassion further prompts these allies to establish a professional relationship with the Lone Black Educator in their building and/or school district.
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I want to provide a resource for Lone Black Educators and to dismantle the existing state of affairs for Lone Black Educators, four strategies have emerged from this research to help predominantly white school districts better support Lone Black Educators. The strategies include:
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Conducting a district equity audit and applying the recommendations set forth;
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Providing Diversity, Equity, and Inclusion professional development for all staff;
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Providing access for teachers of color to affiliate with each other through racial affinity groups;
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Facilitating restorative justice practices for racial bias and microaggression conflict resolutions.
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These strategies serve as a framework for districts to consider using to identify, address, and positively impact the experiences of Lone Black Educators while also dismantling oppressive structures that keep other Black educators out of the school building and/or school district.
