THE PARADOX OF ‘BLACK TEACHERS FOR BLACK STUDENTS’: A CRITICAL NARRATIVE CASE STUDY OF BLACK TEACHERS' EXPERIENCES AND PERCEPTIONS OF THEIR TEACHER PREPARATION WITHIN PREDOMINANTLY WHITE INSTITUTIONS

Abstract

As a result of Brown v. Board of Education of Topeka Kansas, a shortage of African American teachers has plagued American schools. A call for the integration of schools, while making great educational strides for Black students, caused a lack of representation from Black teachers and school leaders. Black educators were less likely to be hired in the schools that Black children were now free to attend. Participants are chosen to participate in this qualitative case study based on the criteria of being a Black/African American teacher in any stage of their teaching career. This study explores the experiences and perceptions of Black/African American educators in their predominantly white teacher education programs and what has encouraged them to teach in predominantly Black/African American schools. Ultimately, this study determined that there are connections between teacher preparation and where Teachers of Color teach, and there is a paradox of Black teachers for Black students.