Date of Award
Summer 2024
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Transformative Education and Social Change
Committee Chairperson
John Elmore, Ph.D
Committee Member
Jason Wozniak, Ph.D
Committee Member
Dana Morrison, Ph.D
Abstract
There is currently a disparity within K-12 education between the percentage of Black and Brown students in the classroom and the percentage of educators and administrators that look like them. Black educators comprise a small percentage of the teacher workforce. According to the National Center for Education Statistics, 79 percent of teachers identified as white, while only 7 percent identified as Black. Additionally, Black educators experience higher rates of turnover in comparison to their white counterparts. Black teachers have a turnover rate of 18.9 percent, compared to 15 percent for their white counterparts. Black K-12 students in American public schools deserve mirrors, not just windows; Black students deserve to learn from educators that look like them.
The proposed intervention seeks to address this disparity by tackling the increasing rates of turnover for Black educators. The purpose of the proposed program, EmpowerED, is to provide Black educators with holistic support to enhance their physical, mental, emotional, and social well-being. EmpowerED aims to foster a thriving and resilient community of Black educators. A thriving and resilient community of Black educators will result in a thriving and resilient community of Black students and families. Furthermore, a thriving and resilient community of Black educators will attract more diverse communities to the teaching profession.
Recommended Citation
Jones, Zoie, "EmpowerED: Rebuilding the Black Teacher Pipeline in American Public Schools" (2024). West Chester University Master’s Theses. 331.
https://digitalcommons.wcupa.edu/all_theses/331