Black women teachers’ experiences within ‘white’ spaces

Despite the increasing diversity of the student population, Black women teachers (BWT) remain underrepresented in U.S. schools. Underrepresentation of BWT is grounded in systemic racism and sexism and emboldens stereotyping and acts of microaggression. Challenges BWT face affect their professional experiences and psychological well-being and contribute to a higher turnover rate. Voicing their experiences can open doors to facilitate change. In this study, through semi-structured interviews, we qualitatively examined the experiences of 11 BWT in U.S. schools with different student racial demographics. Applying a Critical Race Feminism lens, we explored the lived experiences of BWT and observed that participants faced physical and psychological unsafety in white spaces and inequitable work standards and expectations. On the other hand, they empowered themselves by elevating their connections with the Black community, which strengthened their competence as teachers. The study sheds light on the unique struggles faced by BWT in educational fields and how they negotiated their multiple marginalised identities with their teacher identity. We highlight the importance of systemic changes in teacher education and school policies to support BWT’ psychological well-being, emotional security, and professional growth.