Black Educators Find Supportive Environments in New York City Schools

Brooklyn, New York — Malik Lewis, a principal at West Brooklyn Community High School, reflects on his journey as a Black educator in New York City’s public schools, noting that supportive environments can greatly influence retention rates among Black teachers.

Lewis began his teaching career in 2005 at Brooklyn’s Automotive High School, where he felt “absolutely out of place.” Despite teaching predominantly Black and Latino students, he struggled to connect with his mostly white colleagues and school leaders and left after just one year. Seeking a more supportive environment, he accepted a position at Boys and Girls High School in Bedford-Stuyvesant, where he found a staff and leadership that reflected his identity. This environment helped him thrive and launch a successful career in education.

Recent research from New York University substantiates Lewis’ experiences, revealing that Black teachers leave their positions at higher rates than their peers. However, having a Black principal and colleagues significantly increases retention rates. According to the study published in the journal Educational Evaluation and Policy Analysis, working under a Black principal reduced turnover by approximately 14% for Black teachers between 2011 and 2020.

“We don’t have to question how our Blackness shows up in work,” Lewis said. “We are Black, and we are comfortable with that.” At West Brooklyn, nearly half of the teaching staff is Black, compared to only 17% of teachers citywide. This supportive environment contrasts with the broader educational landscape, where Black educators often feel isolated.

The positive impact of a diverse teaching staff extends beyond retention. Luis Rodriguez, a professor at NYU‘s Steinhardt School and lead author of the study, asserts that teachers of color bring various educational advantages. Benefits include enhanced cultural relevance and improved outcomes for students of color, among others.

The necessity for diversity in education is underscored by the fact that while New York City is making strides toward a more inclusive teaching workforce, white educators still constitute more than half of the educational personnel and administrators. As of the 2022-2023 school year, about 24% of city principals and assistant principals were Black, but the breakdown of black principal numbers remains unclear.

The research findings indicate a social psychological principle known as “similarity attraction,” suggesting individuals prefer to interact with others who share similar backgrounds and experiences. This principle plays a crucial role in educational settings, particularly when discussing equity and justice in the classroom.

Shamella Jeffers, an English and special education teacher at West Brooklyn, highlighted the significance of representation in education. “I’m trying to stay here for as long as humanly possible,” she emphasized. “Because I don’t think that when I come to work, it feels like it’s work.”

Sasha Fletcher, a Black English teacher at West Brooklyn, echoed these sentiments, noting that the presence of a Black principal was a key deciding factor in her job search. “It’s important for teachers of color to have support from someone who understands their experiences,” she remarked.

While the study found that turnover rates decrease for both Black and white teachers who work with principals of the same race, the study did not establish similar trends for Hispanic teachers due, in part, to the diverse backgrounds encompassed within that demographic.

Nico Victorino, principal of P.S. 150 in Manhattan, observed a trend among his hires, indicating that many teachers of color expressed a preference for working under principals who are not white. “Teachers would say that I would ‘get it’ more than a white principal would,” he recounted.

Efforts to diversify teacher ranks may need to extend to leadership positions within schools. Rodriguez suggested leveraging scholarships, mentorship programs, and ensuring a diverse pool among those overseeing principals as potential solutions to address the imbalance.

Ultimately, creating environments where Black educators feel celebrated and supported is vital not only for their success but also for the educational experiences of students. Lewis emphasized the importance of recognizing Black educators’ identities in all aspects of school life.

“They don’t have to put their Blackness aside,” he said. “It’s essential to the meeting.”