There is a growing emphasis on social justice pedagogy as a predominantly White teacher labor force infiltrates classrooms in urban schools. Using critical race theory (CRT)—and the construct of interest convergence—this study examines how White teachers working in an urban school apply and enact teaching for social justice during their first year in the classroom as teachers of record. Findings suggest that the behaviors of new teachers misalign with true intentions of teaching for social justice and instead assuage teachers’ perceptions of teaching for social justice to benefit personal and professional interests.
AllenR. L.RossattoC. A. (2009). Does critical pedagogy work with privileged students?Teacher Education Quarterly, 36, 163-180.
2.
AndersonL. M.StillmanJ. A. (2013). Student teaching’s contribution to pre-service teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, 83, 3-69.
3.
AragónO. R.DovidioJ. F.GrahamM. J. (2017). Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices. Journal of Diversity in Higher Education, 10, 201-215.
4.
BaldwinS. C.BuchananA. M.RudisillM. E. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education, 58, 315-327.
5.
BanksJ. A. (2004). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum, 68, 296-305.
6.
BellD. A.Jr. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93, 518-533.
7.
DelgadoR.StefancicJ. (1993). Critical race theory: An annotated bibliography. Virginia Law Review, 79, 461-516.
8.
DelgadoR.StefancicJ. (2017). Critical race theory: An introduction. New York: NYU Press.
9.
DonnorJ. K.AndersonC. R.DixsonA. D. (2018). The more things change the more they stay the same: Race, education, and critical race theory after 20 years: An appraisal. Peabody Journal of Education, 93(1), 1-4.
10.
DoobC. B. (2013). Social inequality and social stratification in US society. Upper Saddle River, NJ: Pearson Education.
11.
Du BoisW. E. B. (1995). Marxism and the Negro problem. In LewisD. L. (Ed.), W. E. B. Du Bois: A reader (pp. 538-544). New York, NY: Henry Holt and Company. (Original work published 1933)
12.
EmdinC. (2016). For White folks who teach in the Hood . . . and the rest of y’all too: Reality pedagogy and urban education. Boston, MA: Beacon Press.
13.
FantilliR. D.McDougallD. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25, 814-825.
FreedmanS. W.ApplemanD. (2009). “In it for the long haul”—How teacher education can contribute to teacher retention in high-poverty, urban schools. Journal of Teacher Education, 60, 323-337.
16.
GoffP. A.JacksonM. C.LeoneD.LewisB. A.CulottaC. M.DiTomassoN. A. (2014). The essence of innocence: Consequences of dehumanizing Black children. Journal of Personality and Social Psychology, 106, 526-545.
17.
GriffinA.TackieH. (2016). Through our eyes: Perspectives and reflections from black teachers. Washington, DC: The Education Trust.
18.
HabermanM. (2017). What star teachers don’t do. In HabermanM.GilletteM. D.HillD. A. (Eds.), Star teachers of children in poverty (pp. 29-40). London, England: Routledge.
19.
HabermanM.GilletteM. D.HillD. A. (2017). Star teachers of children in poverty. London, England: Routledge.
20.
HarrisA. P.CrenshawK.GotandaN.PellerG.ThomasK. (2012). Critical race theory. In International encyclopedia of the social & behavioral sciences (pp. 1-21). Amsterdam, The Netherlands: Elsevier.
21.
HollowayI. (1997). Basic concepts for qualitative research. Hoboken, NJ: Wiley-Blackwell.
22.
HowardG. R. (2016). We can’t teach what we don’t know: White teachers, multiracial schools. New York, NY: Teachers College Press.
23.
HylandN. E. (2005). Being a good teacher of black students? White teachers and unintentional racism. Curriculum Inquiry, 35, 429-459.
24.
IngersollR. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499-534.
25.
IngersollR. M.MayH. (2011). The minority teacher shortage: Fact or fable?Phi Delta Kappan, 93, 62-65.
26.
JacobB.LudwigJ. (2008). Improving educational outcomes for poor children (No. w14550). New York, NY: National Bureau of Economic Research.
27.
JohnsonA. G. (2006). Privilege, power, and difference. New York, NY: McGraw-Hill.
28.
KaurB. (2012). Equity and social justice in teaching and teacher education. Teaching and Teacher Education, 28, 485-492.
29.
KellyD. M.BrandesG. M.OrlowskiP. (2004). Teaching for Social Justice: Veteran High School Teachers’ Perspectives. Scholar-Practitioner Quarterly, 2, 39-57
30.
KozolJ. (1967). Death at an early age: The destruction of the hearts and minds of Negro children in the Boston public schools. Boston, MA: Houghton Mifflin Harcourt.
31.
KreftingL. (1991). Rigor in qualitative research: The assessment of trustworthiness. American Journal of Occupational Therapy, 45, 214-222.
32.
KumashiroK. K. (2015). Against common sense: Teaching and learning toward social justice. London, England: Routledge.
33.
LaddH. F. (1998). Evidence on discrimination in mortgage lending. Journal of Economic Perspectives, 12, 41-62.
34.
LelandC. H.HarsteJ. C. (2005). Doing what we want to become: Preparing new urban teachers. Urban Education, 40, 60-77.
35.
MarxS. (2004). Regarding whiteness: Exploring and intervening in the effects of white racism in teacher education. Equity & Excellence in Education, 37, 31-43.
36.
MasseyD. S.DentonN. A. (1993). American apartheid: Segregation and the making of the underclass. Cambridge, MA: Harvard University Press.
37.
McIntyreD. (2009). The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward. Teaching and Teacher Education, 25, 602-608.
38.
McIntoshP. (1988). White privilege: Unpacking the invisible knapsack. Race, Class, and Gender in the United States, 4, 165-169.
39.
MilnerH. R.IV. (2008). Critical race theory and interest convergence as analytic tools in teacher education policies and practices. Journal of Teacher Education, 59, 332-346.
40.
MilnerH. R.IVPearmanF. A.IIIMcGeeE. O. (2013). Critical race theory, interest convergence, and teacher education. In LynnM.DixsonA. D. (Eds.), Handbook of critical race theory in education (pp. 339-354). New York, NY: Routledge.
41.
NorthC. E. (2015). Teaching for social justice: Voices from the front lines. London, England: Routledge.
42.
OrfieldG.FrankenbergE. (2014). Increasingly segregated and unequal schools as courts reverse policy. Educational Administration Quarterly, 50, 718-734.
43.
PicowerB. (2007). Supporting new educators to teach for social justice: The critical inquiry project model. Penn GSE Perspectives on Urban Education, 5(1), 1-21.
44.
PicowerB. (2012). Teacher activism: Enacting a vision for social justice. Equity & Excellence in Education, 45, 561-574.
45.
PicowerB. (2015). Tools of inaction: The impasse between teaching social issues and creating social change. Teachers and Teaching, 21, 908-922.
46.
PierceJ.LawhonM. (2016). What do you mean when you say “urban”? Divergence between everyday language and Northern analytical vocabularies in South African Cities. DIE ERDE—Journal of the Geographical Society of Berlin, 147, 284-289.
47.
PollockM. (2004). Race wrestling: Struggling strategically with race in educational practice and research. American Journal of Education, 111, 25-67.
48.
ReardonS. F.KalogridesD.ShoresK. (2017). The geography of racial/ethnic test score gaps (CEPA working paper no. 16-10). Stanford, CA: Stanford Center for Education Policy Analysis.
49.
SaldañaJ. (2015). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
50.
SleeterC. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52, 94-106.
51.
SleeterC. E. (2017). Critical race theory and the Whiteness of teacher education. Urban Education, 52, 155-169.
52.
SugrueT. J. (2014). The origins of the urban crisis: Race and inequality in postwar Detroit (Updated ed., Vol. 6). Princeton, NJ: Princeton University Press.
53.
TaieS.GoldringR. (2018). Characteristics of Public Elementary and Secondary School Teachers in the United States: Results From the 2015–16 National Teacher and Principal Survey First Look (NCES 2017-072rev).
U.S. Department of Education. (2017). Characteristics of public elementary and secondary school teachers in the United States: Results from the 2015-2016 National Teacher and Principal Survey. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.ap?pubid=2017072rev.
56.
VillegasA. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58, 370-380.
57.
WatsonD. (2011). What do you mean when you say “urban”? Speaking honestly about race and students. Rethinking Schools, 26, 28-50.
58.
WilsonV. (2014). Research methods: Triangulation. Evidence Based Library and Information Practice, 9, 74-75.
59.
WrightA.GottfriedM. A.LeV. N. (2017). A kindergarten teacher like me: The role of student-teacher race in social-emotional development. American Educational Research Journal, 54(Suppl. 1), 78S-101S.
