Travis J. Bristol, Ph.D. - OECD.org - OECD-W.E.B. DuBois (1949) Organizing for Educator Diversity:...
Transcript of Travis J. Bristol, Ph.D. - OECD.org - OECD-W.E.B. DuBois (1949) Organizing for Educator Diversity:...
Organizing for Educator Diversity:
Promising Policies and Practices from the
United States of America
Travis J. Bristol, Ph.D. Peter Paul Assistant Professor,
Boston University
@tjacksonbristol
“Of all the civil rights for which the world
has struggled and fought for 5,000 years,
the right to learn is undoubtedly the most
fundamental … The freedom to learn …
has been bought by bitter sacrifice…
-W.E.B. DuBois (1949)
“… And whatever we may think
of the curtailment of other civil
rights, we should fight to the last
ditch to keep open the right to
learn, the right to have
examined in our schools not only
what we believe, but what we
do not believe; not only what our
leaders say, but what the leaders
of other groups and nations, and
the leaders of other centuries
have said…
“… We must insist upon this to
give our children the fairness of a
start which will equip them with
such an array of facts and such
an attitude toward truth that they
can have a real chance to judge
what the world is and what its
greater minds have thought it
might be.”
-W.E.B. DuBois (1949)
Organizing for Educator Diversity:
Promising Policies and Practices from the
United States of America
Travis J. Bristol, Ph.D. Peter Paul Assistant Professor,
Boston University
@tjacksonbristol
Situating My Work at the
Intersection of Research,
Practice, & Policy
Research
Black male teachers (n =27) in
Boston Public Schools
Practice Boston Teacher Residency Male Educators of Color Network
Policy *USDOE
*New York City
Research
NYC Men Teach
(n= 53)
Immigration Inflows by Countries: Sub-sample of OECD Member States
Australia Japan South
Korea Netherlands Norway
United
States
United
Kingdom
2004 149,991 94,093 39,211 64,813 24,948 957,883 363,276
2014 231,380 63,920 75,736 124,112 55,635 1,016,518
365,429
Percentage
Change +54.26% -32.06% +93.15% +91.5% +123% +6.12% +.6%
Source: OECD International Migration Statistics (2016)
Teacher and Student
Demographics by Countries:
Sub-sample of OECD Member States
Australia
Japan
South
Korea Netherlands Norway
United
States
United
Kingdom (Wales)
Percentage
Racial/Ethnic
Minority
Students
15% N/A N/A 10.6% (15-year old students)
6.8%
50.3%
10.6%
Percentage
Racial/Ethnic
Minority
Teachers
8% N/A N/A 6.1% (upper secondary)
6.3%
18%
2% (teacher
trainees)
Sources: OECD Education Statistics (2017) & ECORYS Education and Training (2016), Australian Journal of Teacher Education ( 2017) & US Department of Education (2016)
In 2009, U.S. Secretary of Education
Arne Duncan
Calls
“Black Men to the Blackboard”
2014 U.S. Teachers,
Male Teachers & Students
Racial Characteristics
%Latino %Black %Asian %Native
American
%White
Teachers 7.6 6.6 1.8 0.6 82.3
Male
Teachers
2 1.9 0.5 0.1 13
Students 25.8 15.4 5.2 1.1 49.7
Source: National Center for Education Statistics (2014)
“Added-Value” for Students of Color
When Taught by a Teacher of Color
Qualitative Research
Monzo and Rueda (2001) - Latino teachers draw on their Latino
students’ cultural experiences to increase academic and social
development
Lynn (2006) - Black male teachers describe positive beliefs about
their Black students’ academic abilities
Ladson-Billings (2009) - Black teachers draw on culturally relevant
pedagogy to increase learning and engagement for their Black
students
Lara (2015) – Latino male bilingual teachers enact practices that facilitate their Latino students’ learning and engagement
“Added-Value” for Students of Color
When Taught by a Teacher of Color
Quantitative Research
Dee (2004) - Tennessee’s Project STAR Class-Size Experiment
Ouazad (2015) - Early Childhood Longitudinal Study
Egalite, Kisida, and Winters (2015) - Administrative data from Florida
Cherng and Halpin (2016) - Measure of Effective Teaching
Gershenson, Hart, Lindsay, and Papageorge (2017) – Tennessee’s Project STAR Class-Size Experiment
Demographic Teacher-
Student Matching as Policy?
“Are we in a situation where we
need teachers with a migrant
background only teaching
migrant children? Or, White
European teachers only
teaching White European
children?”
Black Teacher Turnover:
Diversity Trends 2002 – 2012
Source: Albert Shanker Institute, 2015
Research Questions:
1)What are Black male teachers’ pathways into the profession?
2) Do the in school experiences vary for Black male teachers working in schools employing one Black male
teacher versus schools with larger numbers of Black male teachers?
3) What are Black male teachers’ school based experiences?
4) How do these organizational contexts and experiences affect teachers’ plans to stay in their schools or in
teaching?
Method for Data Collection
2 Rounds of In-depth Semi-structured Interviews (Seidman, 2006)
Observations (Creswell, 2007)
Sample: 27 Black Male Teachers in One U.S. Urban
School District 14 schools 7 schools with 1 Black Male Teacher
(n=7)[Loners] 7 schools with 3 or more Black Male
Teachers (n=20) [Groupers]
Perception that Colleagues
Saw them as
Intellectually Inferior
“I mean it makes you feel inadequate. Like am I
saying something that's crazy? I've been
educated. I have a Master's. I passed all these
MTELs just like everybody else. It's frustrating you know?”
-Dennis Sangister
8th Grade English Teacher
Behavior Managers Rather Than Teachers
“I can see most people would feel enthused that
they’re helping out their colleagues – like they
picked me because they respect me – [but] it’s
also becoming a burden now because I have
other things to do. I have to plan. I have to plan
for my kids to be on a specific track, plan my
scope and sequence, and correct papers. Just
the regular things that teachers do.”
-Jermaine Carter
9th Grade Math Teacher
Practice
Boston Teacher Residency
Male Educators of Color
Network
Mission: To provide socio-emotional support to male
teachers of color and a space to reflect on practice - in
service of student learning
Meetings took place on Friday evenings from 5:00 p.m. –
7:00 p.m.
First half focused on socio-emotional support
Second half focused on having a thought-partner solve
a problem of practice –a professional learning
community (Little, 2006)
Month Social-Emotional Component Dilemma of Practice
January 2013 * Opportunities in Boston Public Schools
* Pathways into leadership
* How do you create student buy-in?
* How do you get all students to do high
cognitive demand thinking?
February 2013 *What is the role of male teachers of color in
educating boys of color?
*What are some practical strategies that will
help engage boys of color?
March 2013 *How do I navigate the various roles I am
asked to play in my school?
*How do we make our curriculum culturally
relevant to our students?
April 2013 *How do we increase the number of male
teachers of color in our district?
*What does it mean that Black male teachers
receive a disproportionate number of
unsatisfactory ratings on the district ’s new
Evaluation system?
May 2013 Organized an after-school workshop that included 25 male high school students of color. The
purpose of the workshop was to provide male students of color with information that would
expose them to the teaching profession. Workshop sessions focused on 4 areas - 1) Teaching
&Your Community 2) How to become a teacher 3) Cash & Benefits 4) Educating Beyond the
Classroom
Source: Bristol, T. J. (2015). Male Teachers of Color Take a Lesson from Each Other. Phi Delta Kappan, 92, 2.
February Social-Emotional Component: What is the Role
of Male Teachers of Color in Educating Boys of
Color? Valuing the Cool: “Math SWAGG”
https://www.youtube.com/watch?v=aAHQxhUT7dw
U.S. Department of Education National Summit on Teacher Diversity
May 6, 2016
Colorado
Connecticut
Illinois
Missouri
Mississippi
Nebraska
Pennsylvania
South Dakota
Tennessee
Virginia
Wisconsin
Research Questions
In what ways does the NYCDoE provide induction support for NYC Men Teach
Anchors?
How effective are the induction and ongoing services NYC Men Teach
Anchors receive in supporting their practice?
How, and to what degree, is the induction and ongoing support NYC Men
Teach Anchors receive influencing their decisions to stay/leave their school
and/or the profession?
How are NYC Men Teach Anchors’ school-based experiences influencing their
decisions to stay/leave their school and/or the profession?
How do students and their caregivers describe NYC Men Teach Anchors’ role
in improving students’ learning and socio-emotional development?
Teaching Staff with
Migration History in North
Rhine-Westphalia
Recommendations
for
Organizing for Diversity in a Flat World
OECD should convene practitioners across its 35 Member nations to share best practices for recruiting, supporting, and retaining racial and ethnic minority teachers.
The OECD should explicitly highlight and study the experiences of ethnoracial minority teachers.
An OECD study should explore how both ethnoracial minority students interact/learn from ethnoracial minority teachers.
In teacher training institutions, OECD should examine the experiences of racial and ethnic minority pre-service candidates.
OECD should support member states to develop plans to recruit, support, and retain a more ethnoracially diverse teacher workforce.