Daly, Ceronne B. “Critical Consciousness and Educational Leadership”, Boston College, 2022. http://hdl.handle.net/2345/bc-ir:109573.
School districts throughout the Commonwealth have engaged in initiatives to increase educators of color. Ingersoll et al. (2019) argue that while “many believe that the small number of minority teachers is caused by a lack of recruitment or intake” they concur with Pearson and Fuglei (2019) that recruitment is not the only problem. The issue is retention. Recent studies like these shed new light on the need for additional research on factors that increase the retention of educators of color. I posit that supporting the development of critical consciousness in Educators of Color can also support their retention in school districts. The purpose of this individual study is to identify the practices that Educators of Color (EOCs) report to be supportive, increase their critical consciousness, and/ or impact their retention in the district. This study centers the experiences of Educators of Color (EOCs), and amplify their voices in order to learn about the impact of school-based and district-sponsored practices. This individual study is part of a group qualitative case study that examines the practices of district leaders, school leaders, educators, and students to foster and advance the development of critical consciousness.