The percentage of African American teachers in the United States has remained relatively low over the past decades. Understanding the data around African American teachers provides insight into representation and diversity in the teaching workforce. This article will analyze the percentage of African American teachers historically and currently, examine underlying causes, and discuss potential solutions to increase representation.
What Percentage of Teachers are African American?
According to the most recent data from the National Center for Education Statistics (NCES), in the 2015-2016 school year only 7% of public school teachers identified as African American or Black. This percentage has stayed relatively stagnant over the past decades:
- In the 1987-1988 school year, 8% of public school teachers were African American
- In the 1999-2000 school year, 8% of public school teachers were African American
- In the 2011-2012 school year, 7% of public school teachers were African American
Comparatively, 76% of public school teachers identified as White in 2015-2016. 15% identified as Hispanic, and only 2% identified as Asian. This data shows that African American teachers are significantly underrepresented in the profession compared to the overall population.
Percentage of African American Teachers by State
The percentage of African American teachers varies by state across the country. According to NCES data from 2016:
- States with the highest percentages: Mississippi (30%), Louisiana (23%), Georgia (21%)
- States with the lowest percentages: Montana (1%), Maine (1%), New Hampshire (1%)
Many southern states with large African American populations have a higher share of African American teachers. Meanwhile, states with lower overall diversity have the smallest percentage of African American educators.
Percentage of African American Principals
The percentage of African American principals and school administrators shows a similar lack of representation:
- In the 2015-2016 school year, only 11% of public school principals were African American
- In the 2011-2012 school year, 10% of public school principals were African American
Again, this data shows stagnation over time. The majority of principals (78%) identified as White in 2015-2016.
Underlying Causes of Low Percentages
There are several underlying causes contributing to the low percentage of African American teachers in America’s public schools:
1. Fewer African Americans Pursuing Teaching Careers
One major factor is that fewer African American students are pursuing teaching careers in the first place. In the 2015-2016 academic year:
- Only 6% of undergraduate education majors were African American
- Only 7% of master’s degrees in education were awarded to African Americans
With fewer African American candidates in the hiring pipeline, it is difficult for the diversity of the teaching workforce to improve. There are several economic and social factors underlying the low numbers of African American education majors. The racial pay gap creates an economic incentive to pursue higher-paying fields. African American students may also receive inadequate counseling and mentoring on career opportunities. Negative stereotypes about the teaching profession may also deter some candidates.
2. Discrimination in Hiring and Retention
Another barrier is ongoing discrimination in educational hiring and retention processes. Research suggests African American teaching candidates continue to face discrimination. Principals and administrators may harbor implicit or explicit biases that influence hiring decisions. African American teachers also report feeling socially isolated and lacking adequate mentoring support in many school environments. As a result, turnover rates tend to be higher among African American teachers.
3. Low Social Capital in Education
The teaching profession also tends to lack diversity in leadership positions. With so few African American administrators, there are fewer role models and mentors available to attract and support African American teaching candidates. The low percentage of African American teachers creates a cycle where fewer enter the profession, leading to less representation in leadership over time.
Benefits of African American Teachers
Increasing the percentage of African American teachers is critical for several reasons:
1. Role Models for African American Students
African American students benefit academically and socially from having teachers with shared racial and cultural identities. Having African American role models and mentors positively impacts academic performance, motivation, and social-emotional growth.
2. Promotes Equality and Social Justice
A diverse teaching force is essential for equality and representation in the education system. With so few African American voices in teaching, issues of cultural bias, discrimination, and structural inequality are more likely to go unaddressed.
3. Provides Different Perspectives
African American teachers enrich schools and classrooms with diverse perspectives and cultural insights that are invaluable for all students. A homogenous teaching force deprives students of the strengths that come from diversity.
Strategies to Increase Representation
School districts, teacher preparation programs, and policymakers must proactively address the barriers to developing a more diverse and representative teaching workforce. Some evidence-based strategies include:
Teacher Recruitment and Hiring
- Recruit teaching candidates at historically Black colleges and universities (HBCUs)
- Eliminate biases in hiring practices through awareness training
- Develop leadership pipelines and residency programs for African American teaching candidates
- Provide funding incentives to districts that meet diversity hiring goals
Teacher Retention and Support
- Improve mentoring and induction support for new African American teachers
- Create networking and affinity groups for African American teachers
- Require school leaders to receive training on culturally responsive leadership
- Conduct exit interviews to understand reasons for turnover
Representation in Leadership
- Actively recruit African American candidates for administration roles
- Develop career lattices for teachers to become principals and superintendents
- Require school and district leaders to set representation goals
Conclusion
While the percentage of African American teachers has remained stagnant around 7% for decades, representation is critical for all students. Districts and preparation programs must prioritize recruitment, hiring, retention and leadership development of African American teachers. By addressing underlying barriers and causes, the teaching workforce can become more diverse and reflective of our nation’s student body.