Navigating Success: The Experiences of Black Teachers Code-switching in Predominately White Schools

Abstract

There is a lack of Black educators in the United States. Reasons for this deficit in this particular profession are multi-faceted and have historical significance. However, rather than focus on the gap in the labor market, this study sought to examine the experiences of Black teachers in the field today. Specifically, this qualitative study examined the internal and external challenges that Black teachers face who work in predominately White schools. This study will allow readers to experience the narratives of Black educators who work in these environments. The researcher focused on these experiences through two theoretical frameworks: racial identity and code-switching. The educators selected for the study were purposefully chosen from predominately White school districts. To gather data, the researcher used qualitative study protocols and interviewed each subject using critical incidence techniques in a semi-structured interview environment. All interviews were transcribed and coded to reveal themes that addressed the research questions. The analysis revealed that Black teachers code-switch as a means for survival in these White spaces. The narratives collected also spoke to the racial identity status of Black teachers, and participants provided recommendations as how to address these issues and increase these teachers’ sense of belonging within predominately White schools.