Scholarlink

<p>In this article, the research team investigates the processes through which teachers develop racial competency within K–12 school settings. Utilizing data from in-depth, semi-structured interviews with 33 teachers, our analysis identifies three principal mechanisms of racial learning: peer interactions, accumulated professional experience, and structured learning opportunities in pre-service preparation and in-service professional development. We find that racial learning is both formal and informal in nature, with informal pathways emerging as the most frequently cited and impactful. These mechanisms are further shaped by three moderating contextual variables: teachers’ career stage, the normative and organizational features of school culture, and external sociopolitical influences. Our findings underscore the need for educational leaders and policymakers to move beyond ad hoc approaches and adopt intentional, context-sensitive strategies to support the development of teachers’ racial competency.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

How Teachers Learn Racial Competency: The Role of Peers and Contexts

  • 期刊论文

  • 发表日期：

    2025年12月31日

查看全文
  • Constance A. Lindsay,
  • Simone Wilson,
  • Jacqueline Kumar,
  • Tia Byers,
  • Seth Gershenson

摘要

In this article, the research team investigates the processes through which teachers develop racial competency within K–12 school settings. Utilizing data from in-depth, semi-structured interviews with 33 teachers, our analysis identifies three principal mechanisms of racial learning: peer interactions, accumulated professional experience, and structured learning opportunities in pre-service preparation and in-service professional development. We find that racial learning is both formal and informal in nature, with informal pathways emerging as the most frequently cited and impactful. These mechanisms are further shaped by three moderating contextual variables: teachers’ career stage, the normative and organizational features of school culture, and external sociopolitical influences. Our findings underscore the need for educational leaders and policymakers to move beyond ad hoc approaches and adopt intentional, context-sensitive strategies to support the development of teachers’ racial competency.