The Systemic Force Out , Screen Out , and Keep Out of Teachers of Color:

1. The Systemic Force Out, Screen Out, and Keep Out of Teachers of Color: Challenging Oppressive Policies and Practices in the Preparation and Retention of Teachers of Color Anthony Graham, Ph.D. Provost and Vice Chancellor for Academic Affairs Winston-Salem State University grahama@wssu.edu or (336) 750-2200 Summit on Project Pipeline Repair: Restoring Minority Male Participation and Persistence in EPPs Baton Rouge, LA Thursday, October 3, 2019

2. 1 2 3 Offer a few explicit recommendations to combat “Whitestreaming” that may increase the number of Teachers of Color particularly minority males Explore how “Whitestreaming” impacts the preparation and retention of Teachers of Color via force out, screen out, and keep out philosophies Discuss the systemic diminishment of prospective Teachers of Color via the intentional historical approach of “Whitestreaming” Intended Outcomes

3. Purpose-Driven Text

4. Disturb Us, Lordcredited to Sir Francis Drake (~1577) Disturb us, Lord, whenWe are too well pleased with ourselves,When our dreams have come trueBecause we have dreamed too little,When we arrived safelyBecause we sailed too close to the shore.

5. Disturb Us, Lordcredited to Sir Francis Drake (~1577) Disturb us, Lord, whenWith the abundance of things we possessWe have lost our thirstFor the waters of life;Having fallen in love with life,We have ceased to dream of eternityAnd in our efforts to build a new earth,We have allowed our visionOf the new Heaven to dim.

6. Disturb Us, Lordcredited to Sir Francis Drake (~1577) Disturb us, Lord, to dare more boldly,To venture on wilder seasWhere storms will show your mastery;Where losing sight of land,We shall find the stars. We ask You to push backThe horizons of our hopes;And to push into the futureIn strength, courage, hope, and love.

7. The Educator Pipeline:The Systemic Diminishment of Diversity Teacher Retention Entering the Profession Educator Preparation Programs K-12 & Postsecondary Enrollment

8. Reflection on My Personal Experience

9. Experiences with Teachers of Colorat Northwest and Bynum Elementary Schools

10. Experiences with Teachers of Colorat Rochelle Middle School

11. Experiences with Teachers of Colorat Kinston High School

12. Experiences with Professors of Color atthe University of North Carolina Chapel Hill

13. Experiences with Professors of Colorin Master’s Program at UNC Greensboro

14. Experiences with Professors of Colorin Doctoral Program at UNC Greensboro

15. 23 Years as a Student Only 2 Minority Males 8 Classroom Educators of Color “Formal” Schooling

16. What May Have Happened in My Educational Journey if ... ? Avoided Night School in Kindergarten for 2 Weeks? Graduated with a GPA Higher than a 2.353? Avoided Academic Suspension at UNC with a 1.86 GPA Going into Senior Year? Not Have Received the “Special Education” Label in 2nd Grade for Behaviorally Challenged? Graduated from High School with a GPA Higher than 2.76, SAT of 740? Saddled with Truancy Issues in Middle School?

17. Here is What I Do Know … Dean Harold woodard “What’s one thing you could do every day of your life not get paid a dime to do it, but you’d do it anyway?” “Real Talk” by asking questions, challenging my logic Explained university policy in a way I could understand Desired to hear my story and experiences Sacrificed his time and schedule

18. Piedmont Triad 100 Certified No Other Teachers High School Minority Males My K-12 Teaching Experience Classification 4A High School 1,600 Students 2 Black Male Content Teachers

19. Leaving the Classroom within Two Years First Day of School in My First Year of Teaching Energetic, exuberant, bright eyed, engaging Second Period 10th Grade English Class focused on World Literature 10th Grade Black male named Montez

20. Why I Left the Classroom:12 Words that Changed My Life Montez: (Enters the classroom). I ain’t seen you here before. Are you a new teacher? Me:Yes, sir. I am. Montez: (Walking to his desk, putting his book bag in his seat). Why do you want to teach all the dumb “N**gas” like me? Me:What? (Pause to collect my thoughts before engaging Montez in a conversation about the use of the [N-word] in my classroom and why he nor any other Black student is dumb or an [N-word])

21. Frequently Called upon to Serve as “The Enforcer” Observed Black students overtly treated poorly Isolatedwith regular leadership conflicts Why I Left the Classroom:Other Influential Factors

22. Our Current Data on Teachers of Color: What We Know from Empirical Research

23. The Significant Impact Teachers of Color Have on the Performance of K-12 Students of Color 13% Dropped Out 100,000 3rd Grade Black students (2001-05) Black students with 1 Black Teacher Less Likely to Drop Out More likely to express interest in college (18%) Gershenson, S., Hart, C.M., Lindsay, C.A., & Papageorge, N.W. (2017). The Long-Run Impacts of Same-Race Teachers. IZA Discussion Papers 10630, Institute of Labor Economics (IZA).

24. Teachers of Color Have Positive Impacts on All K-12 Students TOC have positive impact on reading and math scores Students of Color and White students report feeling cared for and academically challenged TOC use culturally relevant practices more frequently to affirm student identities TOC more likely to address racism, bias Carver-Thomas, D. (2018). Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color. Palo Alto, CA: Learning Policy Institute.

25. Teachers of Color Remain Underrepresentedin US Public K-12 Schools 3.1 Million K-12 Full-Time Teachers in the US 2% Black Male 2% Hispanic Male 8% Hispanic 7% Black 23% Male 82% White United States Department of Education (2016). Institute of Education Sciences. National Center for Education Statistics. Schools and Staffing Survey. Ann Arbor, MI: Inter-university Consortium for Political and Social Research.

26. 4 1 2 3 Asian/Pacific Islander and American Indian and Alaska Native Students 4.6 million Black K-12 students 7.7 million Hispanic K-12 students 13.1 million White K-12 students 24.7 million “Majority Minority” K-12 Students inUS Public Schools 25.4 Million Ethnic/Racial Minority

27. Cumulative Attainment by 2008 – 09 for Education Bachelor’s Degree Students

28. Perceptions of Teaching as a Career by High School Students:Insight into the Future (ACT Survey) 1.9 million students took the ACT in 2015 Less than 5% of test takers expressed interest in teaching 70% of the students who expressed interest were White The Condition of Future Educators (2015.) Retrieved from http://www.act.org/content/dam/act/unsecured/documents/Future-Educators-2015.pdf

29. The K-12 Teacher Workforce is Literally Inherited True for daughters of Black, Hispanic teachers Children of teachers more than twice as likely to become teachers Not true for sons of Black teachers True for sons and daughters of White teachers Gershenson, S., & Jacinto, A. (2019). The teacher diversity gap is literally inherited. Brown Center Chalkboard. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2019/04/02/the-teacher-diversity-gap-is-literally-inherited/

30. The Exodus of Teachers of Color Devalued Leave at an alarming rate especially Black men 24% higher/year than White teacher Silenced, Questioned Pedagogically and Professionally Burciaga, R., & Kohli, R. (2018). Disrupting Whitestream measures of quality teaching: The Community Cultural Wealth of Teachers of Color. Multicultural Perspectives, 20(1), 5-12.

31. The SystemicForce Out, Screen Out, and Keep Out of Teachers of Color

32. The “Force Out” of Teachers of Color after Brown v. Board of Education (1954) Before Civil Rights Act, Southern Black schools staffed by Black teachers Before 1954, nearly 50% of Southern Blacks listed teaching as profession “Whitestreaming” (normalization and mainstream nature of Whiteness in school) Black teachers in the South declined by 32% between 1964 and 1972 Estimated 38,000 African American teachers fired in the South Black teachers have declined steadily (8.1% in 1971 to 6.7% in 2018) Burciaga, R., & Kohli, R. (2018). Disrupting Whitestream measures of quality teaching: The Community Cultural Wealth of Teachers of Color. Multicultural Perspectives, 20(1), 5-12.

33. “Whitestreaming” in K – 12Classrooms and Schools Punishments and consequences Eurocentric curricula School and classroom polices Textbooks that Privilege Eurocentric perspectives Standardized tests “normed” to White upper middle class Pedagogical practices

34. “Whitestreaming” Outside the ClassroomImpacts Inclusion and Representation White men comprise 60% of Congress and 71% of the US Senate Lack of Ethnic/Racial Representation in “Decision Making” Spaces Ensures the “Keep Out” of Teachers of Color via Oppressive Policies and Practices Nearly 90% of K-12 public school superintendents are White (3.3% Black, 2.7% Hispanic) In 2011-12, 80% of public school principals were White, 10% were Black, and 7% were Hispanic United States Department of Education (2016). Institute of Education Sciences. National Center for Education Statistics. Schools and Staffing Survey. Ann Arbor, MI: Inter-university Consortium for Political and Social Research.

35. A Concrete Example of the Impact of “Whitestreaming” on Students of Color in EPPs

36. S.B. 599 required edTPAalongside Praxis II & Pearson “Teaching Fellows” Defunded (Appropriation of $26K/Recipient) Eliminated Master’s Pay (10% Increase)

37. Enrollment Decline in EPPs at the 16 UNC Institutions Additional contextual details: • Data include the combined Bachelor’s and Master’s degree programs that lead to initial teaching licensure • Covers the academic years of 2010 to 2015 • North Carolina K-12 public school teacher salary ranked 41st in nation ($35,000/year beginning teacher salary) -17.6%

38. Teacher Education Candidate Enrollment Decline at the 6 UNC MSIs

39. GPA requirement PassIntroductory Education Courses with a C or higher AdmissionExam (Praxis Core) The “Screen Out” of Students of Color in Educator Preparation Programs

40. Developed by Educational Testing Services (ETS) • Measures content knowledge of candidates entering teacher preparation programs • Assesses academic skills in three content areas—reading, writing, and mathematics • Assessment used in 32 states across the nation • “Target” scores established by the State Department of Education in conjunction with ETS Standards Setting Praxis Core Examination

41. Please number a sheet of paper from 1 through 8 • You will answer 8 multiple-choice questions that assess your reading, writing, and mathematics skills • Each question is timed based on its ‘rigor’ level • Assessment format • 2 Reading Questions (1 minute each) – 2 Minutes Total • 4 Writing Questions (20 seconds each) – 1 Minute, 20 Seconds Total • 2 Math Questions (1 minute each) – 2 Minutes Total • Do not use calculators, internet, or any form of support • A pass rate for this assessment is 72% The Praxis Core Experience(Quiet—We’re Testing!!!)

42. Directions: Read the passage below and select the appropriate response (1 minute). The United States’ final offer on a lease agreement for the Subic Bay Naval Base in the Philippines was rejected by the Philippine Senate. Hence, for the first time in nearly a century, U.S. military strategy for the Asia-Pacific region will no longer be centered on the Philippines, and the nation’s economic survival and development will no longer rely on U.S. dependency. Somehow, this dependency on the U.S. has served as an impediment to the Philippines’ ability to join East Asia’s economic boom. Which of the following best summarizes what the passage is about? (A) Philippine-U.S. military relations have come to an end. (B) The Philippines’ economic dependency on the U.S. ended with its Senate’s rejection of the U.S. lease offer. (C) The U.S. lease offer for the Subic Bay Naval Base was rejected by the Philippine Senate, hence the U.S. will no longer have its military base in the Asia-Pacific region. (D) The Philippines is now on its own in its economic survival and development (E) The U.S. military strategy for the Asia-Pacific region will no longer be on the Philippines following the Philippine Senate’s rejection of the U.S. lease offer Praxis Core—Reading Question (#1)

43. Directions: Read the passage below and select the appropriate response (1 minute). Shakespeare wrote four types of plays: histories, comedies, tragedies, and tragicomedies. Some scholars contend that Shakespeare’s choice of three of these types of dramatic forms reflects his various psychological states. As a young man making a name for himself in London, he wrote comedies. Then, saddened by the death of his son, he turned to tragedies. Finally, seasoned by his life’s joys and sorrows, he produced tragicomedies. But a look at the theater scene of his day reveals that Shakespeare was not so much writing out of his heart as into his pocketbook. When comedies were the vogue, he wrote comedies; when tragedies were the rage, he wrote tragedies; and when tragicomedies dominated the stage, he produced tragicomedies. The primary purpose of the passage is to (A) examine Shakespeare’s life in light of his dramatic works (B) contest a theory that explains why Shakespeare wrote the kinds of plays he did (C) explain the terms “comedy”, “tragedy”, and “tragicomedy” as they are used in discussions of Shakespeare’s plays (D) compare Shakespeare’s plays with the works of other dramatists of his day (E) discuss what is known about Shakespeare’s psychological stress Praxis Core—Reading Question (#2)

44. Directions: Read the statement below. Select the appropriate alphabet where a grammatical error exists. If there is no error, then select “E.” (20 seconds) Praxis Core—Writing Question (#3) According to the United States Constitution, the legislative branch of the government has A B C powers different than those of the executive branch. No Error. D E

45. Directions: Read the statement below. Select the appropriate alphabet where a grammatical error exists. If there is no error, then select “E.” (20 seconds) Praxis Core—Writing Question (#4) A number of college professors has expertise in their areas of specialty, however, some A B C are more interested in continuing their research than in teaching undergraduate D students. No Error. E

46. Directions: Read the statement below. Select the appropriate alphabet where a grammatical error exists. If there is no error, then select “E.” (20 seconds) Praxis Core—Writing Question (#5) Contrary to its reputation for aggressive brutality, the sperm whales that were observedA B • around the Galapagos Islands proved to be timid and sociable. No Error. C D E

47. Directions: Read the statement and select the response that best corrects the underlined portion of the sentence. If you believe the underlined portion is correct as written, select “A.” (20 seconds) Praxis Core—Writing Question (#6) • As a consumer, one can accept the goods offered to us or we can reject them, but we cannot determine their quality or change the system’s priorities. • As a consumer, one can accept • We the consumer either can accept • The consumer can accept • Either the consumer accepts • As consumers, we can accept

48. Directions: Select the best possible answer based on the problem presented. (1 minute) Praxis Core—Math Question (#7) In a certain company, the ratio of the number of female employees to the number of male employees is exactly 3 to 4. Which of the following could be the total number of employees in the company? 81 (B) 87 (C) 91 (D) 95 (E) 101

49. Directions: Select the best possible answer based on the problem presented. (1 minute) Praxis Core—Math Question (#8) Which of the following equations expresses the relationship between x and y in the table? • y = x + 5 • (B) y = x + 6 • (C) y = 3x + 5 • (D) y = 4x – 1 • (E) y = 4x - 5

50. Check Your Responses