To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the…

Black women educators are severely underrepresented and make up just 5% of US public school teachers. For critical Black women educators working in the hostile racial climates of schools, the ideological marginalization compounds the intersectional racial and gendered alienation they feel. In this article, we theorize the racialization critical…

Research has noted that teachers of Color are disproportionately called upon to address racialized issues in schools serving students of Color. And although many teachers of Color enter the profession wanting to advocate for and with students and their families and are strongly positioned to do so, these responsibilities should not rest entirely…

With disproportionately high attrition rates for teachers of Color, there are many lessons to be learned from veteran teacher leaders that can inform how we train teachers. In this article, I share analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their…

Racial battle fatigue (RBF) has been operationalized as the psychological, emotional, and physiological toll of confronting racism. In this article, RBF is used to analyze the toll of racism on teachers of Color who work within a predominantly White profession. We present counterstories of justice-oriented, urban, teachers of Color who demonstrate…

This article shares national models of educational activism that center the experiences of People of Color but are diverse in that they serve students, parents, preservice teachers, teachers, and/or community educators and meet frequently in small groups or annually/biannually. Included narratives embody the humanization process, and situate that…

Research demonstrates that many teachers of Color enter schools committed to challenging injustice, yet often face barriers to accomplishing this goal. This article presents emergent themes from a qualitative study with 218 self-identified, racial justice-oriented teachers of Color. Using Wilson's (2008) indigenous cultural framework of…

Within racial inequitable educational conditions, students of color in US schools are susceptible to internalizing racism. If these students go on to be teachers, the consequences can be particularly detrimental if internalized racism influences their teaching. Framed in Critical Race Theory, this article investigates the process pre-service…

While research has demonstrated that White teachers often must be taught about the pain of racism in order to not perpetuate it, this may not apply to racial minority teachers. Through personal experience, Teachers of Color are likely aware of the trauma that racism can cause students. Within teacher education, we must create research and teaching…