The purpose of this study is to seek answers to the following question: What are educators of color experiences with racially diversifying curricula during divisive times? This qualitative research study seeks to understand the ways in which educators of color experienced their professional role during the aftermath of the social justice movements of 2020.
Ten educators of color provided descriptions of their experiences and role in racially diversifying curricula. Using critical race theory as a theoretical framework, both the historical role of educators of color in the USA and the unique setting in which the study takes place, the state of Maine, were explained.
The participants shared they were often thrust into a role of leadership in an environment that did not understand what racially diversifying curricula meant. Although longtime advocates for racial diversification in their individual sphere of influence, the participants found they faced opposition and reluctancy from their colleagues and administrators, when they were asked to spread their knowledge beyond their classrooms.
Implications include the need to consider the experiences of the participants and other marginalized and minoritized educators when making curricula and policy decisions. This study also implies that it is just as important for schools to provide an environment that fosters a sense of belonging for educators of color as it is for students of color.
This research is significant because it provides a voice to an often overlooked minoritized population, educators of color in the whitest state in America. This study adds value to larger conversations in the field of education, such as the recruitment and retention of educators of color and the examination of how whiteness works in educational institutions.
