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Policy Dialogue: Black Teachers of the Past, Present, and Future

Published online by Cambridge University Press:  03 February 2021

Gloria Ladson-Billings*
Affiliation:
University of Wisconsin-Madison
James D. Anderson*
Affiliation:
University of Illinois at Urbana-Champaign

Abstract

In the second half of the twentieth century, the ranks of Black teachers and school administrators declined precipitously. Today, less than 7 percent of American teachers are Black. This loss has had a number of consequences for schools and communities, but perhaps especially for Black students. As recent research has found, Black students benefit socially and academically from having a Black teacher, are less likely to be suspended or expelled, and are more likely to enroll in college.

For this inaugural policy dialogue, the HEQ editors asked Gloria Ladson-Billings and James D. Anderson to reflect on the past, present, and future of the Black teacher corps. Their wide-ranging exchange explores the various roles of educators, the legacy of segregation, the role of policy, and the Black experience. They close with a provocative list of research questions for emerging and established scholars to consider.

Type
Policy Dialogue
Copyright
Copyright © 2021 History of Education Society

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