By Brenda Álvarez
Audrey Murph Brown (Murph), a school social worker of 26 years and a member of the Springfield Education Association (SEA) in Massachusetts, describes the events that occurred in the 2017 – 2018 school year as “a perfect storm at the perfect time.”
This storm was heavy with institutional biases, nepotism, and favoritism. Institutional biases kept many highly qualified educators of color from becoming lead teachers or being offered lateral promotions. “Rarely were those opportunities given to educators of color,” says Murph, “but what they would get was the unspoken bias that only educators of color can deal with difficult children, and as a result don’t get to show their academic skillset and abilities in classrooms.”
And when there were opportunities for advancement, explains Murph, administrators would often bypass the hiring process by burying job postings, not interviewing qualified candidates of color, and handpicking their friends. “This was nothing new,” she says. “It’s always happened, but it’s never been addressed.”
The Teacher-Student Racial Gap
In Springfield, 80 percent of public school students are of color while educators of color make up only 15 percent. The gap between the percentage of students of color and the percentage of teachers of color nationwide is large. Approximately 42 percent of PK-12 public school students today are students of color, and this number is expected to rise through 2024. Yet, about 80 percent of public school teachers are white, 9 percent are Hispanic, 7 percent are black, and 2 percent are Asian, according to the National Center on Education Statistics.
The Initiative was an outgrowth of the Next Generation Leadership Program, which ALANA leaders and allies had previously attended. Next Generation was designed to create a safe space to talk about the issues educators face and it helps to identify, recruit, and train members to be active at the work site level, resulting in local affiliates becoming powerful and effective organizations. The program is unique in that it works with educators with three years or less of leadership experience, and that it’s mostly conversation. There’s no agenda other than the topics participants bring up. There’s no PowerPoint. No flipcharts.
“It’s all based on the lived experiences of educators, which helps to create the kind of space where people can build confidence in that change can happen through collective action, and learn the skills to bring people together and overcome their fears of taking action,” says George Luse, who, at the time, was an MTA organizer before his retirement.
He explains that the blueprint of the training does what it’s supposed to do: give people skills, encourage them to act, and build collective member power. “Nothing works without members who are excited about the union and understand the union as a tool to improve their working conditions and the environment around them,” says Luse, who has 30 years of organizing experience…
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