To Be Who We Are: Black Teachers on Creating Affirming School Cultures

A growing body of research underscores the importance of teacher diversity for student outcomes. At a time when our student population is increasingly more diverse and schools need more Black educators, the representation gap between teachers and students of color remains wide. To create greater diversity in the teaching profession, educational leaders must address the important questions of what affirming school conditions look like and what they can do to create those conditions, particularly for Black teachers.

“To Be Who We Are: Black Teachers on Creating Affirming School Cultures,” looks directly at what Black teachers need to thrive in schools. Rooted in the voices and lived experiences of Black educators, the report lays out five conditions that Black teachers say are critical towards creating school cultures that affirm their identities. It includes tangible recommendations for teachers, school leaders, and district and state policymakers as they work to support and retain Black faculty.