Research Proposal-Veronica Black

The Achievement /Opportunity Gap:
Teachers of Color Impact on Students of Color

Veronica E. Black
EDUC 810
Drexel University

Topic

´ The question has been asked, where are the teachers of color? Since the ending of de jure
segregation in public schools, minority teachers are less visible in the classroom. Over the
past 30 years, the percentage of incoming teachers of color in the workforce has grown
from 12% to 20% and is more diverse (Carver-Thomas, 2018). Although a quarter of first-year
teachers were non-White, (up from 10% in the late 1980s), the teacher workforce still does not
reflect the growing diversity of the nation, where people of color represent about 40% of the
population and 50% of students (Carver-Thomas, 2018).

´ America is a rainbow coalition of nationalities but has failed miserably with her history of
educating its citizens. Blatant racism and discrimination has kept American citizens and
immigrants from getting an equal and equitable education. Almost every ethnic group has
played a role in the fight for integration of public schools. But they have also paid the price.
Minority children were integrated into schools where hatred and resentment was
omnipresent. Although the academic achievement gap diminished some, it remains for
ethnic students…especially African-Americans. The interest-convergence dilemma results in
Whites, rather than Blacks, being the primary beneficiaries of civil rights legislation (Lutz, 2017).

´ With no legal provisions in place to protect African-Americans or minority teachers, many
faced microaggressions that continue to exist within our public-school system (Fultz, 2004).
Critical Race Theory (CRT) and color blindness are examples of microaggressions that are a
means of discrimination against students and teachers of color. As a result, teachers of color
(TOC) do not remain in the teaching profession as long as teachers of non-color and the
achievement/opportunity gap grows for students of color. Critical Race Theory (CRT) and
color blindness must be replaced with culturally responsive teaching (CuRT)practices.

Problem Statement

´ This study’s problem statement will examine the disproportionate
opportunities to recruit and retain teachers of color and more
specifically male teachers of color.

´ Public schools and districts must remain vigilant in promoting
culturally responsive teaching practices, as well as, hold
accountable teachers and administrators who intentionally or
inadvertently misuse Critical Race Theory (CRT) and color blindness
as a means of discrimination against students and teachers of
color (Ladson-Billings, 1995) .

´ Legislation that is predicated on improving the conditions of
African Americans and students of color include desegregation
plans that involve busing minority students into predominantly
white schools while creating well-funded magnet schools to lure
white students back into urban schools. This practice needs to be
revamped or abandoned, as well as affirmative action hiring
policies (in which the major beneficiaries have been White women
(Morris, 2001). When critical actions are taken to correct the
inequities within the school system, then we will see a closing of the
achievement gap between the most enfranchised and the most
disenfranchised student.

Purpose Statement

´ The purpose of this study is to find ways to address the opportunity and
achievement gap. This study will also explore the barriers that prevent many
teachers of color, and more specifically, males, black and Latino teachers
from entering and/or remaining in education as a profession. Lastly, this study
will examine whether replacing color-blindness teaching practices with
culturally responsive teaching practices can help to diminish and eradicate
the achievement/opportunity gap for students of color.

´ This study has significance to provide data for developing ways to solve these
problems.

Significance of the Study

Lack of ethnic diversity in the teacher workforce are influenced by factors
and barriers to hiring teachers of color. These include educational
opportunity gaps, institutional racism, micro-aggression in teacher
programs, inability to pass the teacher exams, and a lack of commitment
from the district in teacher diversification. Race and gender are also factors. Of the minority groups, at
one point, there were more African-American and Latino teachers of color than any other minority groups.
Now, Native American and Black teachers are not entering education at the rate of Latino and Asian
American teachers. (Carver-Thomas, 2018 ). Furthermore, the turnover rates are higher. Whereas, it is
predicted that by 2019-2020 school year, minority students will comprise the majority of students within the
school system, its teaching force will not be reflective of the student population. (Dept. of Ed., 2016 ). The
Fourteenth Amendment guarantees of "equal protection of the law" to every person does not apply

to education, which was solely a state and local affair (Irons, 2004).
This study has significance to provide data for developing ways to
rectify these issues.

Research Questions ???

This research study will address the following research questions:
v How do we increase the minority presence for teachers of color and male

teachers in the classroom?
v What factors predict student success for students of color?
v How do we replace color blindness with culturally responsive teaching?

Researcher’s

Stance

On the continuum from positivist to post-positivist to social constructivist,
this study will have elements of a post positivist leaning towards social
constructivism. My overall stance, with regards to this research and the
epistemology, axiology and ontology, is that it leans more towards the
transformative/emancipatory paradigm which includes social science
research that can include qualitative and quantitative data. The
ontology adopts the position that social issues are constantly changing
even though they are steeped in history. Because society, culture and
politics are ever changing, it is important to have adequate history to the
probe.

The epistemology of the transformative/emancipatory paradigm asserts
a relationship between researcher and the researched. The key is to
construct a study in part from the participants’ frame of reference.
Because this is an academic study steeped in social issues that have
some strands of moral concerns, the axiology requires me to take a
stance that is more social constructivist withtransformative/emancipatory
tendencies.

Conceptual Framework

Increase predictors of
Student Success

Increa Achievement Closing Opportunity Gap Culturally
seIn%craegaeseof Responsive
PerceTOntCags e of Teaching
TOCs& M&ale Practices
TeMacahleers

Teachers

´ The conceptual framework for this study will delve into the following three (3) scholarly literature
streams:

´ First, what is causing the impact on teacher diversity of teachers of colors in the workforce.

´ Next, factors that contribute to or predict positive academic achievement for students of color.
This research would like to note if there are any other idiosyncrasies in place that can impact
teachers of color effectiveness.

´ Finally, with regards to Critical Race Theory (CRT) and the notion of color-blindness, how to
replace these notions and practices with Culturally Responsive Teaching (CuRT).

Research ´ This will be a mixed methods study A semi-structured interview
questionnaire will be used to
Method that incorporates both qualitative ascertain what educators of
and quantitative research methods. color believe are the barriers to
recruiting and retaining minority
Qualitative research methods will teachers and more specifically,
minority male teachers. Part of
use surveys, narrative research this data collection will be in
narrative form to allow
interviews, and artifact analysis. participants to relay their
personally lived experiences.
Quantitative research will be used Interviews will be recorded using
audio technology.
to study what correlation exists

between TOC and SOC opportunity

gap changes.

Surveys are the most prevalent
and efficient means to collect
opinion data (Church &
Waclawski, 1998). The surveys will
be constructed on a 5-point
Likert-scale for easy coding and
analysis.

Research ´ A mixed-methods design will be used. Quantitative data
Design will be collected through the use of a correlational design.

A correlational design explores relationships between
variables. This type of data is typically observational and
not cause and effect (Creswell, 2013). Qualitative
research will also be used to conduct interviews to
determine phenomena. According to Sauro (2015), there
are five types of qualitative methods: ethnography,
narrative, phenomenological, grounded theory and case
study. Grounded theory as a qualitative method will be
used. In Grounded Theory, “the focus initially is on
unraveling the elements of experience” (Moustakas, 1994,
pg. 4). The hypothesis theory is generated from the data
collected during the research process. Concepts are
worked out through conducting the study and analyzing
the data (Moustakas, 1994, pg. 4).

Thoughts ´ I have had many thoughts about the focus and direction of this paper
research. My research has shown that teachers of color have had a
positive impact on all students achievement. Yet there are still barriers
to recruiting and retaining teachers of color. In my opinion, it makes
sense to direct our energies towards making sure teacher diversity
reflect student diversity in schools. Having attended and graduated
from a historical black college and university teacher education
program, culturally responsive teaching and pedagogical theories
were foremost in the programs. If teacher education programs are to
be successful, culturally relevant pedagogy needs to be Premier and
all teacher programs across the country. It is my believe that they are a
ways to also improve the opportunity gap in schools by eradicating
certain practices that may be present within the school system now.
Programs such as magnet schools can do more harm to disenfranchise
students who could benefit from the educational practices in those
schools. Colorblindness in the classroom can be addressed through
revamping "curriculum and reteaching educators through professional
development who believe that all children are the same but yet, they
are not treated the same. Educators need to understand that it’s ok to
acknowledge our similarities and our differences. We must value
students for who they are socially and culturally. To not do so
devastates the students and impedes their academic potential and
growth. We must face the reality that if separate but equal was
actually implemented properly, there would be no need for
integration. We would not have the need for this conversation.
However, we are an integrated society and must continue to strive for
equality and equity for all. -veb

Works Cited

Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Palo Alto, CA: Learning Policy
Institute.

Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Palo Alto, CA: Learning Policy Institute.
Retrieved from https://learningpolicyinstitute.org/product/diversifying-teaching-profession

Chapman, T. K. (2013). You can’t erase race! Using CRT to explain the presence of race and racism in majority white suburban schools. Studies in the
Cultural Politics of Education, 34(4), 611–627.

Church, A. H., & Waclawski, J. (1998). Designing and using organizational surveys: A seven-step process. San Francisco: Jossey-Bass.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA:

Pearson.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
Delgado, R., Stefancic, J. (2001). Critical Race Theory. New York University Press
Department of Education (2016). The state of racial diversity in the educator workforce. Office of Planning, Evaluation and Policy Development.

1-42. Retrieved from https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf
Fultz, M. (2004). The displacement of black educators’ post-brown: An overview and analysis. History of Education Quarterly, 44(1), 11-45.
Irons, P. (2004). Jim Crow’s schools. America Federation of Teachers. 1-9. Retrieved from

https://www.aft.org/periodical/american-educator/summer-2004/jim-crows-schools
Lutz, M. (2017). The hidden cost of brown v. board: African American educators' resistance to desegregating schools. Online Journal of Rural Research & Policy.

12(4). 1-30.
Morris, J.E. (2001). Forgotten voices of black educators: Critical race perspectives on the implementation of a desegregation plan. Educational Policy, 15(4),

575-600.
Moustakas, C. E. (1994). Phenomenological research methods. Thousand Oaks, California: Sage.