This study examines the experiences of African-American teachers and their perceptions of their experience throughout their career. African-American teachers have faced many challenges and have overcome many obstacles over the last half of the 21st century in the wake of Brown v. Board, and the Civil Rights Act of 1964. However, the stories of African-American teachers, past and present, may give additional perceptions to educational leaders willing to listen to their stories.
This study is intended to serve as an informative tool for educational leaders to become aware of how the culture of their school can influence the careers of African-American teachers and to provide school leaders with insight and courage needed to make changes where necessary. The “culture of power” that exists in a school reflects the rules of the culture of those who make policy and rules, whether written or implied.
This study examines the experiences of African-American teachers and puts to print their stories as told through their own narratives. Fourteen African-American teachers participated in granting videotaped interviews. Their careers ranged, from currently hired and teaching to retired, with varying years of experience. The ages of the participants ranged from mid-twenties to seventies. The participants resided and worked, or currently work, in a tri-county area of Western Pennsylvania. Their school districts were located in rural, urban, and suburban areas.
The goal of this study was designed to encourage readers, particularly educational leaders, to be more cognizant of the cultural differences among their colleagues by presenting a minority perspective via the lenses of African-American teachers.