6: Leading While Black in Public Schools

Undoubtedly, the release of COVID-19 in the United States has forever impacted our social makeup. This viral disruption exposed competing pandemics within my world. After studying the trends of COVID-19, it was determined that COVID-19 significantly impacted specific communities more than others (Phoenix, 2022). While prior to COVID-19, Black teachers continuously share stories of rewards in teaching and service, in the midst of the pandemic we uncovered insufficiencies in the public school system.

Black educators have historically been marginalized within the context of education. Particularly related to race and racism, as we challenge students on the issues of equity and accountability in society, the very same dynamics are often being endorsed in our PK-12 classrooms. From curriculum development to governing decisions, Black educators assert little influence in the decision-making process in the world of education (Dixson et al., 2006). The expertise and experiences of educators from racially marginalized backgrounds are absent in public schools. As a result, widespread structures rooted in racist ideology and whiteness pervades our public-school campuses across the nation (Sleeter, 2017). In recent years, the issues of race and racism in society have come to the forefront in school systems across America as a result of murders committed by law enforcement officers.