Black Teachers, White Schools

199 Pages·2017·1.24 MB·English

by  Abigail Kathleen Hasberry

UNLV Theses, Dissertations, Professional Papers, and Capstones
5-1-2013
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Abigail Kathleen Hasberry
University of Nevada, Las Vegas
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Hasberry, Abigail Kathleen, "Black Teachers, White Schools: A Qualitative Multiple Case Study on Their
Experiences of Racial Tokenism and Development of Professional Black Identities" (2013). UNLV Theses,
Dissertations, Professional Papers, and Capstones. 1835.
http://dx.doi.org/10.34917/4478254
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BLACK TEACHERS, WHITE SCHOOLS: A QUALITATIVE MULTIPLE CASE
STUDY ON THEIR EXPERIENCES OF RACIAL TOKENISM AND
DEVELOPMENT OF PROFESSIONAL BLACK IDENTITIES

by

Abigail Hasberry

Bachelor of Science in Sociology and Interdisciplinary studies (African American
Studies)
Towson State University
1994

Master of Arts in Teaching
Goucher College
2000

A dissertation submitted in partial fulfillment
of the requirements for the degree of

Doctor of Philosophy in Curriculum and Instruction

Department of Teaching and Learning
College of Education
The Graduate College

University of Nevada, Las Vegas
May 2013
Copyright by Abigail Hasberry, 2013
All Rights Reserved
THE GRADUATE COLLEGE

We recommend the dissertation prepared under our supervision by

Abigail Hasberry

entitled

Black Teachers, White Schools: A Qualitative Multiple Case Study on Their Experiences
of Racial Tokenism and Development of Professional Black Identities

be accepted in partial fulfillment of the requirements for the degree of

Doctor of Philosophy in Curriculum and Instruction
Department of Teaching and Learning

Christine Clark, Ph.D., Committee Co-Chair

Thomas Bean, Ph.D., Committee Co-Chair

Steve McCafferty, Ph.D., Committee Member

William Cross, Ph.D., Committee Member

Sonya Horsford, Ed.D., Graduate College Representative

Tom Piechota, Ph.D., Interim Vice President for Research &
Dean of the Graduate College

May 2013

ii
ABSTRACT
Black Teachers, White Schools: A Qualitative Multiple Case Study On Their Experiences
Of Racial Tokenism And Development Of Professional Black Identities
by
Abigail Hasberry
Dr. Christine Clark, Examination Committee Co-Chair
Professor of Teaching and Learning
University of Nevada, Las Vegas

Dr. Thomas Bean, Examination Committee Co-Chair
Professor of Teaching Learning
University of Nevada, Las Vegas

An emerging body of research shows that retention of minority independent
school teachers creates a positive multicultural climate and increases the likelihood that
minority families will enroll their children in the schools as well as preparing all students
for a pluralistic society (Brosnan 2001b, AIMS 2010, Katz & Wishine 2001). However,
retaining minority teachers in predominantly White and affluent independent schools has
proved challenging (Brosnan 2001, 2001b, 2009). This qualitative multiple case study
extends the current literature on Black private school teachers by not only examining the
experiences, but also the coping strategies and professional identity development
processes of nine Black teachers working in predominantly White, independent schools.
This study’s main research question is: How do Black independent school
teachers describe their experiences? Three key ancillary research questions are: What
coping strategies do these teachers develop and/or use to navigate the independent school
environment? What roles, if any, do/can these teachers’ colleagues, administrators, and
professional associations play in building a support network for them? How do these
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teachers develop a professional Black identity as token employees? Based on Kanter’s
(1993) theory of tokenism, this research explores Black teachers’ experiences of racial
tokenism in independent schools in an effort to uncover coping strategies and support
mechanisms that lead to their retention. Further, the identity development of each teacher
will be examined in relationship to Cross and Fhagen-Smith’s (2010) modified
nigrescence recycling theory.
Triangulation of surveys, interviews (both individual and group), and written
responses identified four themes in the research. Theme 1 confirmed the original
hypothesis that Black independent school teachers experience tokenism on a daily basis.
The second theme revealed that the participants all employ similar coping strategies to
counter the negative effects of tokenism; creating a personal mission, over-performing,
and developing a support structure. Theme 3 confirmed the second hypothesis that Black
independent school teachers develop their professional Black identity following the
modified nigrescence recycling model. The final theme revealed that the participants
overwhelmingly share formal school backgrounds that were similar in demographics,
predominantly White and affluent, to the private schools in which they later chose to
teach. The findings of this study provide independent school associations, administrators,
and teachers with insight on how to create school climates that cultivate the retention of
minority teachers.

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ACKNOWLEDGEMENTS

I would like to acknowledge those who pushed, and sometimes pulled, me along through
this process.

First, Dr. McCafferty and Dr. Horsford, thank you both for taking a chance on me when
you barely knew me. You both inspire me through your work and leadership. Thank you.

Dr. Bean, you were my introduction to doctoral life at UNLV. Because of you I believed
I could succeed. Thank you.

Dr. Cross, your work inspired me years before we met; and your guidance inspires me
still. Thank you.

Dr. Clark, you have been my teacher, my sounding board, a sympathetic ear, and a swift
kick in the rear! Thank you for being you; but more for allowing me to be me. I look
forward to learning more from you and with you. Thank you.

To all my partners in doctoral crime, but specifically Zaid, Kelly, Nayelee, Kevin, and
Kyle: Thank you all for laughing with me (and sometimes at me!). At times that laughter
suppressed the tears! I will always be here to cheer each of you on!

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I would like to thank my BFF who always answered my neurotic calls and texts, and who
didn’t always say what I wanted to hear, but what I needed to hear. LaToya, you are one
of a kind, and I love you.

To my children, Evan. Maya, and Leah: Thank you all for being my joy every day of my
life. You inspire me to be better. I love you.

To my husband and best friend, Charles: you were my editor, my transcriber, my biggest
cheerleader, and my rock. Thank you for your constant support and deep faith in me. You
always believe in me when I am having a hard time believing in myself. I could not have
done this without you. I love you.

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DEDICATION
To Charles, Evan, Maya, and Leah:
Thank you for always supporting me as I chase my dreams.
My world revolves around you.
I love you.

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TABLE OF CONTENTS
ABSTRACT ……………………………………………………………………………..iii
ACKNOWLEDGEMENTS……………………………………………………………….v
DEDICATION ………………………………………………………………………......vii
LIST OF TABLES……………………………………………………………………….xii
CHAPTER ONE: THE RATIONALE …………………………...………………………1
Introduction …………………………………………………………………………….....1
Problem Statement ………………………………………………………………………..3
Statement of Purpose ……………………………………………………………………..4
Operational Definitions …………………………………………………………………...5
Class ………………………………………………………………………………5
Race ……………………………………………………………………………....6
Token Employee ………………………………………………………………....6
Minority …………………………………………………………………………..6
Private school vs. Independent school ……………………………………………7
Expert Ethnic ……………………………………………………………………..7
Black and White …………………………………………………………………..7
Cultural Fluency ………………………………………………………………….7
Topic Rationale …………………………………………………………………………...8
Self-Discovery ……………………………………………………………………8
Professional Discovery ………………………………………………………….11
Theoretical Framework ………………………………………………………………….11
Tokenism ………………………………………………………………………...11
Visibility ………………………………………………………………………...13
Assimilation/Role Entrapment …………………………………………………..14
Contrast/Boundary Heightening ………………………………………………...15
Summary of the Key Topic Literature …………………………………………………..15
Identity Development ……………………………………………………………16
Modified Nigrescence Recycling ………………………………………………..17
Black Teachers’ Experiences as Racial Tokens …………………………………19
Shifting …………………………………………………………………………..20
Brief Review of the Case Study Method ………………………………………………..20
Scope and Significance ………………………………………………………………….21
Assumptions ……………………………………………………………………..21
Limitations ………………………………………………………………………21
Scope …………………………………………………………………………….21
Significance ……………………………………………………………………...22
Chapter Summary ……………………………………………………………………….22

CHAPTER TWO: REVIEW OF THE LITERATURE …………………………………24
Introduction ……………………………………………………………………………...24
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