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How Whiteness Shapes Leaders' Understanding and Actions Regarding Racially Diversifying the Teacher Pipeline
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DOI：10.1080/10665684.2025.2495146.png)
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Abstract
En 中文
Using Critical Race Theory and Critical Whiteness, this study examines how Whiteness shapes district leaders' reasoning regarding racially diversifying their teacher pipeline and how such reasoning may influence their practice. Specifically, we focus on five districts with demographic and geographic profiles often overlooked in the research (i.e. those outside of large, urban centers). We find that concepts of Whiteness as property, interest convergence, and liberalism both individually and collectively shape leaders' arguments for diversification efforts and their actions. The result was to uphold structures that tend to reify Whiteness as a defining feature of the teaching profession and access therein. Our findings push us to critically examine whether what seems to be widespread calls and corresponding policy incentives to racially diversify the teacher pipeline is more about virtue signaling than a deep-seated commitment to equity and/or meaningful change.
Keywords:
CRITICAL RACE THEORY
BLACK TEACHERS
COLOR-BLIND
EDUCATION
RETENTION
WOMEN
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