This qualitative, phenomenological study explored the challenges faculty have experienced in mentoring Black women faculty and whether mentors receive adequate support from their colleges and universities to assist their mentees. Although there are several mentoring theories, the theoretical foundation used for this study is the relational…

Previous research indicated disproportionality in the number of Black boys described by their teachers as exhibiting behavioral problems when compared to other races or genders. Many of these comparison studies lacked specifics on teacher variables, behavioral data between instruments, or perceived differences across students' genders. The current…

Historical Black women teachers actively participated in the fight to abolish slavery while simultaneously, struggling for educational equity. This paper departs to address what inspired them to engage in these radical actions during the era of enslavement and its immediate afterlives. Drawing on close analysis of archival documents, this paper…

Several studies have reported the positive benefits of informal Computer Science learning programs for Black girls, which include staff, mentors, and peers reflective of the girls in the program; however, we do not know enough about what motivates Black women to sign up to teach in such programs, or how representation in mentoring affects future…

Throughout history, US schools have often operated as a site of Black suffering, destroying the inherent genius and spirit of Black students. As a result, it is vital for teachers to not only develop the competencies and pedagogical skills necessary to teach Black children but also create spaces of healing for their minds, bodies, and spirits. In…

Critical Black women teachers (BWTs) play a vital role in education. They employ pedagogies that are political in nature and effective in outcome, particularly for Black students in urban schools. However, despite their impact, BWTs leave the profession at rates higher than all other teachers. Therefore, this study engaged sista circle methodology…

Using Black feminist thought as a theoretical lens, authors explore their experiences as Black women faculty navigating the COVID-19 pandemic amid the resurgent epidemic of racialized violence in the U.S. We conclude with implications for Black women's enactment of radical self-care and institutional responsibility in humanizing higher education…

While much of the literature on Black women teachers documents their legacy of addressing anti-black racism in traditional public-school settings, there is room for more dialogue about the labor of Black women teachers who teach in non-traditional school settings. This study draws on endarkened storywork, a methodological approach derived from the…

To specifically add to the literature on Black girls cultivating their science genius, Black women science teachers 'talk back' by sharing and developing their own narratives about being a science-curious young Black girl and how they use that experience to actualize their vision for liberatory science teaching. This international, qualitative…

This qualitative study focuses on the tenure experiences of Black women faculty who have attained tenure at Predominately White Institutions (PWIs) of higher education. Black Feminist Theory, Endarkened Feminist Epistemology, and Identity Taxation create theoretical lenses and frameworks for this study. Methodologically, this study uses sister…

Black women have a legacy of pedagogical expertise. However, Black women teachers' mathematics pedagogy remains woefully under-theorized and under-researched. This is to the detriment of Black and Brown mathematics students. Mathematics education in the U.S. mirrors our broader society, which continues to reinscribe patterns of intellectual and…

The purpose of this narrative study is to share a comprehensive and holistic understanding of the teaching philosophies of Black women science teachers. The theoretical lenses of Critical Race Theory and Black Feminist Thought are used to explore historical and contemporary experiences of Black teachers over time, to explain how and why there are…

Despite ubiquitous calls in existing literature, there are limited research studies on preparing culturally responsive African American female teachers for urban schools serving predominantly African American students. This article reports findings from a case study of two African American female preservice mathematics teachers who were part of a…

In this article, we build upon the ethics of "collective intersectional care" (Nyachae & Pham 2024), a concept central to Women of Color feminisms to emphasize the pedagogical rigors of carework in K-12 classrooms. Drawing from a yearlong video ethnography of the racial literacy practices of teachers of Color, we analyze a case study…

This study presents an action research investigation into the lived experience of race-related stress among Black K-12 educators. The study was motivated by the recognition that Black educators working in White settings are suffering from race-related stress. A qualitative phenomenological case study design was employed to investigate the…