"Teachers of Color" describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes 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…

For decades, research has shown the pervasive racism of teacher education and its harmful impact on teacher candidates of Color. In this conceptual article, we argue that teacher education programs must interrogate how racism is embedded structurally through policies and practices that guide the various facets of the institution. We build from…

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…

Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present representative qualitative narratives from 218 racial justice-oriented, urban teachers of color, this article affirms that urban schools--despite serving…

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…

Brazilian education activist Paulo Freire (1970) argues that to create social change, oppressed people must have critical consciousness about their conditions, and that this consciousness is developed through dialogue. He theorizes that dialogue allows for reflection and unity building, tools needed to transform society. When considering racial…

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…