Date on Master's Thesis/Doctoral Dissertation

8-2024

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department

Elementary, Middle & Secondary Teacher Education

Degree Program

Curriculum and Instruction, PhD

Committee Chair

Thomas, Shelley

Committee Member

Greer, Rita

Committee Member

Muñoz, Marco

Committee Member

Rollins, Aaron

Author's Keywords

Black female teachers; narrative inquiry; critical race theory; figured worlds; teacher retention

Abstract

This dissertation explores the lived experiences of Black female teachers in a large urban school district, focusing on how these experiences shape their identities, influence their professional practices, and affect their retention in the profession. Despite the growing recognition of the importance of teacher diversity, Black female teachers often encounter unique challenges, including systemic racism, microaggressions, and a lack of support and resources. Through a narrative inquiry approach, this study amplifies the voices of nine Black female teachers, uncovering their stories and the complexities of their professional lives. Guided by Critical Race Theory and the concept of figured worlds, this research addresses the following questions: How do the experiences of Black female teachers shape their identities as teachers? What figured worlds do their stories reveal? How are power and agency at play through their lived experiences? How do organizational structure and school ecology impact their identities? Data were collected through a focus group and in-depth interviews, revealing key themes such as the significance of supportive leadership, the impact of school culture, and the role of professional development in promoting teacher retention. The findings highlight the critical need for systemic changes in school environments to foster inclusivity and support for minority teachers. This study contributes to the broader discourse on educational equity and provides actionable insights for improving the recruitment and retention of Black female teachers in urban school districts. Keywords: Black female teachers, narrative inquiry, Critical Race Theory, figured worlds, teacher retention

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