The Study

Assistant Professor Reitumetse Obakeng Mabokela and Jean Madsen, associate professor at Texas A&M University, analyze how the organizational culture of schools and the cultural values that African American teachers affect the professional experience of these teachers in schools where they are in the minority.

Findings

The research undertook a qualitative study that involved intensive open-ended interviews and follow-up interviews for data collection. Seven African American teachers from mostly white suburban/desegregated schools were interviewed for the study. Three dominant themes emerged from their analysis: performance pressure, boundary heightening, and role entrapment. In terms of performance pressure, the authors point out that the African American teachers reported that they experienced the pressures of automatic notice due to their high visibility within the organization. The researchers found that the teachers learned to cope by relying “on a strong support system outside the school” and their ability to connect to their cultural identity. The authors also found that the African American teachers perceived the institutional culture in their schools as not supportive of their use of culturally relevant practices. “As a result, boundaries became apparent in areas of pedagogical practices and negative stereotypes that were conveyed about students of color.” The third theme that emerged was role entrapment, which is the notion that in some work environments, majority group members believe that non-majority group members fit preexisting generalizations that force them into playing limited roles. In the study, the African American teachers realized that the reason they were hired was to support desegregation policies to attain a racial balance in the suburban districts. “Therefore, their contributions were limited by this restricted delineation of their expertise.” Given the findings, the researchers offer some recommendations. First, European American schools have to view African American teachers as whole participants who do not represent racial stereotypes. Second, principals and other school administrators need to implement concerted strategies to recruit a wider pool of minority teachers. Finally, school leaders have to assume a leadership role in those instances where they are collectively responsible for providing in-service programs that encourage all teachers to discuss teaching children of color. Finally, principals need to be supportive of their minority faculty members and not place them in a position where their professional development and integrity are compromised by racially insensitive comments from parents and other teachers.

What It Means To You

The question at the heart of this study is how do schools with predominately white teachers and students create an organizational culture that supports teachers of color? What strategies do administrators and others in your district use to establish a positive social context for minority teachers?

For More Information

Madsen, J.A. & Mabokela, R.O. (2000). Organizational culture and its impact on African American teachers. American Education Research Journal, 37(4), 849-876.

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