Schools: Studies in Education
This literature review reports findings from 19 empirical studies on the experiences of African American teachers in PK–12 desegregated schools. The research questions were: What do we know about the experiences of African American teachers in desegregated PK–12 schools? What are the challenges African American teachers experience in desegregated PK–12 schools? In response to these questions, the article first discusses school desegregation after the Brown v. Board of Education decision and its impact on African American teachers as a historical backdrop. Findings from 19 studies were analyzed through grounded theory. Two core themes were identified from our findings: persistent structural challenges and new challenges since Brown. Subthemes, such as intercultural conflicts, teacher experience as a social construct, and a gap in research, were also identified. These themes were discussed in comparison to challenges of African American teachers during the process of school desegregation after the Brown decision.
0000-0001-6436-8144 (Suh); 0000-0002-2728-159X (Daugherity); 0000-0001-5733-435X (Maddamsetti); 0000-0003-3647-450X (Branyon)
Original Publication Citation
Suh, Y., Daugherity, B. J., Maddamsetti, J., & Branyon, A. (2020). Experiences of African American teachers in desegregated PK–12 schools: A systematic literature review. Schools: Studies in Education, 17(2), 271-293. https://doi.org/10.1086/710947
Suh, Yonghee; Daugherity, Brian J.; Maddamsetti, Jihea; and Branyon, Angela, "Experiences of African American Teachers in Desegregated PK–12 Schools: A Systematic Literature Review" (2020). Teaching & Learning Faculty Publications. 184.
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