Zikia, a high school senior from Philadelphia, faced a challenging decision regarding her future college choice as the deadline approached. As the ceremony to announce college decisions loomed, she found herself caught between her top two choices, unsettled and anxious.
In a moment of uncertainty, Zikia reached out to her favorite teacher, the only Black educator on her schedule. She explained, “I texted him at nighttime. I didn’t feel like I could do that with my other teachers.”
This sentiment resonates with findings from recent research on college and career readiness, which highlights the significant impact that Black teachers have on students of color.
While the research did not initially seek to focus on the role of Black educators, numerous students, like Zikia, voiced their appreciation for and reliance on Black teachers during interviews. They considered these educators as crucial influences in their academic and personal development, particularly when planning for life after graduation.
The disparity between the racial makeup of students and their teachers is stark. At Zikia’s school, over 75% of students are Black, yet only about 15% of teachers share that racial identity. Across Pennsylvania, this trend mirrors a broader issue, with Black students comprising 14.5% of students, while only 3.7% of teachers are Black. Alarmingly, many public schools in the state employ no teachers of color at all, despite serving diverse communities.
Such statistics are particularly troubling given the substantial evidence that suggests minority students greatly benefit from having same-race teachers. A plethora of studies over the past two decades has shown that when Black students are assigned Black teachers, they tend to achieve better academic outcomes. This includes improvements in math and reading scores, reductions in absenteeism and suspensions, and increased likelihood of enrolling in honors classes, graduating from high school, and attending college.
However, much of this research is quantitative, demonstrating the effectiveness of Black teachers without sufficiently exploring the underlying reasons for their success.
To gain insight into this matter, interviews were conducted with approximately 100 twelfth graders from Philadelphia. The focus was on understanding why students sought advice and support from Black educators when making critical college-related decisions. Interviews included students from various high schools, both district-run and charter, along with educators and counselors involved in the college decision-making process.
Responses from students like Zikia underscored the importance of Black teachers for several reasons. Many expressed inspiration from seeing Black individuals in positions of leadership within schools. LaMont articulated this sentiment, stating, “Just to see success is achievable. A teacher is something in life, and it shows that people that look like me are able to overcome something. Having Black teachers gives you a sense of confidence.”
This connection between students and Black educators reflects the concept of descriptive representation, where students feel a sense of relatability with those who share similar backgrounds.
Beyond shared racial identity, students emphasized that Black teachers were more attuned to their needs, providing substantive representation. They appreciated being able to approach Black teachers for help, viewing them as empathetic listeners who invested in their overall well-being, rather than merely focusing on academic performance.
Ramir, another student interviewed, reiterated this perspective. He remarked, “Most of them are African American. But it’s not even just about that. I like a teacher who tries to understand you for who you are—not just look at you as a student but as a human being and build with you.”
Students also indicated that Black educators fostered a sense of belonging within the school environment. They actively sought support from teachers who believed in their capabilities and maintained high academic and behavioral expectations. While these qualities can be found in educators of any racial background, some students noted that white teachers sometimes struggled to forge similar relationships, balancing authority with warmth.
Emily, a white social studies teacher, observed, “There are some teachers that act like siblings, and some that act like parents. And it’s very rare that a white teacher can act like a parent and have the kids still like them.”
In addition to personal connection, students valued the culturally relevant insights that Black educators brought to the table, especially concerning college selection. These educators often possessed valuable knowledge about local historically Black colleges and universities, as well as insights into the experiences of being a racial minority in predominantly white institutions.
The students felt that relatable guidance was particularly significant in making informed decisions about their future.
These observations suggest that the effectiveness of Black teachers extends beyond the shared identity; it also includes the essential skills they bring into the classroom. By establishing positive relationships, setting high expectations alongside support, and making educational content relatable, Black educators play a pivotal role in students’ academic success.
Consequently, students expressed a desire not only for more representation among educators but also hoped that teachers of all racial backgrounds would adopt these practices in their teaching strategies.
In conclusion, the experiences of students like Zikia highlight the profound impact that Black educators can have on their college decision-making processes and overall academic journeys.
image source from：metrophiladelphia
