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Research on the attrition of teachers of color suggests that, under certain organizational conditions, they leave teaching at higher rates than other teachers. Additionally, research has identified microaggressions experienced by Black teacher's. Building on the literature, we explored how racism and microaggressions may help us understand Black mathematics teachers' attrition. We designed and administered the Black Teachers of Mathematics Perceptions Survey and found that teachers' experiences of microaggressions accounted for most of the variance in our modeling of teachers' thoughts of leaving the profession. These data reveal that anti-Black, racist microaggressions should be addressed as organizational conditions to be mitigated. From a critical quantitative perspective, the data reveal sociocultural and sociopolitical influences that often go unnoticed in large-scale policy work.

The article presents findings from a survey study of K-12 teachers in the mid-Atlantic United States about their assessment practice. Guided by two frameworks related to teacher assessment literacy in practice and critical-data-driven decision-making, we investigated how teachers’ equity orientation is related to their perceived instructional usefulness of standardized assessments of learning and assessments for learning. Structural equation models revealed defensible contributions of equity orientation and assessment preparation and professional development, specifically, teachers’ motivations for joining the profession, preparation for reflective practice and equity-oriented practice, and beliefs about societal equality to their perceived usefulness of assessments. Findings provide empirical evidence to situate the role of and influences on assessment practices in supporting equitable learning environments.

In current contexts of education, educators are tasked with using data, most often without any critical preparation to do so. In this way, data are presented as objective measures of student progress and participation in school without consideration of the systemic and structural influences on that progress and participation. This article reports on a proposed framework for preparing educators to engage in critical data-driven decision making as an engine of disrupting classroom and school-based systemic inequity through data use. We argue that if educators are to use data in ways that acknowledge the inequities of schooling and act in ways to trigger change, we must prepare them to engage with data differently. The framework we describe, data use for equity, integrates data and equity literacies in this service. We use case study to report on the outcomes of a professional development project guided by this conceptual framework of data use for equity. Participants engaged in professional development that utilized a School and Classroom Equity Audit as a triggering data event and explicitly attended to the relationship of culture and education. Findings demonstrated that professional development in data use for equity enhanced participants’ sense of agency, perceptions of equity and data, and perceived multicultural capacities. Findings also demonstrated that while participants made progress in strengthening their data and equity literacies on almost all indicators through the yearlong professional development, developing data use for equity must be an ongoing effort.

This article highlights the voices of in-service African American teachers who are matriculating in a graduate program by exploring their perceptions of mentorship. The authors explore the dual-identity and instructional challenges of these teachers of color in a predominately \"White\" professional development program that seeks to mentor students in a hands-on, intentional manner, particularly on matters of critical pedagogy. What are the teachers' expectations, desires and goals? In what ways might African American teacher educators and students conspire outside of the frames of traditional teacher education and teacher professional development programs on behalf of P-12 children of color? To what the extent do in-service teachers of color in the program expect or perceive particular mentoring from the faculty of color to help address the concerns of P-12 children of color in public schools? Data from 14 surveys and interviews with four teachers reveal the limits of mentoring for liberation.

According to Raymond Hernandez, the unusual bill-which was eventually passed by both houses of the Legislature and signed into law by the Governor- wound up creating a rift in relations between Britain and New York (the British Embassy has registered a protest), and it drew the scorn of some historians and even a few state lawmakers, who [saw] it as a brazen example of ethnic pander ing that sets a troubling legislative precedent. [...]professional development for teachers that is intended to help them deepen knowledge can be frustrating, and even futile if they are not allowed to put it into practice.

The purpose of this article was to examine the experiences of two teacher educators as they taught courses focused on race, class, gender and disability. Utilizing culturally responsive theory as a framework, both teacher educators collaboratively explored their experiences in teaching classes intentionally designed to transform thinking. As a sub question they were interested in what activities influenced student thinking throughout the courses. Data were collected from two different courses. Data sources included pre- and post-surveys, informal interviewing to gain a sense of student's understandings, and journal writings, as well as observational data collected in order to capture pivotal moments throughout the course. The authors found that through the arts, students were able to develop deeper understandings of issues related to race, class and gender. In addition, students began to recognize the important role that race and racism played in their lives and the lives of their students. Second, more attention must be paid towards grounding diversity courses in history in order to counter present day notions of \"colorblindness\". Finally, explicit instruction for those students of color who enter into the course with varying levels of consciousness must be considered in order to address student concerns that are not formally address in an introductory level diversity course. Adapted from the source document.

The purpose of this article was to examine the experiences of two teacher educators as they taught courses focused on race, class, gender and disability. Utilizing culturally responsive theory as a framework, both teacher educators collaboratively explored their experiences in teaching classes intentionally designed to transform thinking. As a sub question they were interested in what activities influenced student thinking throughout the courses. Data were collected from two different courses. Data sources included pre-and post-surveys, informal interviewing to gain a sense of student's understandings, and journal writings, as well as observational data collected in order to capture pivotal moments throughout the course. The authors found that through the arts, students were able to develop deeper understandings of issues related to race, class and gender. In addition, students began to recognize the important role that race and racism played in their lives and the lives of their students. Second, more attention must be paid towards grounding diversity courses in history in order to counter present day notions of \"colorblindness\". Finally, explicit instruction for those students of color who enter into the course with varying levels of consciousness must be considered in order to address student concerns that are not formally address in an introductory level diversity course.

The purpose of this article was to examine the experiences of two teacher educators as they taught courses focused on race, class, gender and disability. Utilizing culturally responsive theory as a framework, both teacher educators collaboratively explored their experiences in teaching classes intentionally designed to transform thinking. As a sub question they were interested in what activities influenced student thinking throughout the courses. Data were collected from two different courses. Data sources included pre- and post-surveys, informal interviewing to gain a sense of student's understandings, and journal writings, as well as observational data collected in order to capture pivotal moments throughout the course. The authors found that through the arts, students were able to develop deeper understandings of issues related to race, class and gender. In addition, students began to recognize the important role that race and racism played in their lives and the lives of their students. Second, more attention must be paid towards grounding diversity courses in history in order to counter present day notions of \"colorblindness\". Finally, explicit instruction for those students of color who enter into the course with varying levels of consciousness must be considered in order to address student concerns that are not formally address in an introductory level diversity course. [PUBLICATION ABSTRACT]

This excerpt comes from a study of the racialized experiences of Black K–12 mathematics teachers (Frank et al., 2018). It encapsulates much of the frustration expressed during the hours of interviews that we conducted with K–12 Black mathematics teachers and preservice teachers across the United States. This excerpt is also part of what Asa, a veteran Nationally Board Certified Teacher, shared about how he believed race impacted his interactions with his colleagues at a predominantly Black and Latinx middle school in the Northeast. It highlights how Asa perceived race and racism permeating his experiences locally and broadly. Asa

We are all too familiar with images of disaffected, angry, or passive youth. Anguished adults ask: \"What does it take to get young people involved in our civic culture? At what age are young people likely to become involved in civic action? How do the theories for linking classroom education to civic action work in practice?\" A recent research and demonstration project in a Washington, DC public school suggests that middle school students welcome difficult social studies material and, in an environment of adult power-sharing, can transform this understanding into civic action of their own design. In particular, the nine African American girls that actively participated in the afterschool program transformed historical and current information into civic leadership through engagement with a critical teaching process. Most telling was the conclusion that an environment of mutual respect seemed more important than curriculum and the instructor's teaching experience in mobilizing student action.