Alexandria Estrella Bridges research interests involve literacy development among students from non-dominant communities and English learners. She is highly interested in aspects of policy and classroom practices that impact the experiences of culturally and linguistically diverse students in school. This qualitative research specifically addresses the experiences of students, scholars, researchers, and professors in teacher preparation. This research also includes linguistic and cultural ties that black and brown scholars maintain and negotiate throughout their experiences in academia.
Supporting and Sustaining Black Educators in Teacher Preparation and Beyond
Retention trends indicate a shortage of Black Educators in P-8 classrooms. According to a 2020 study conducted by the National Center for Education Statistics, about 7% of public school teachers were black. Many variables impact experiences of pre-service and and in-service educators staying in the classroom. This discussion will address three perspectives 1) curriculum considerations, 2) recruitment, retention, and leadership, and 3) building community to support Black and Brown educators. Curriculum considerations include ways we approach our teaching to validate and highlight experiences of linguistically diverse and culturally diverse students. In addressing recruitment, retention, and leadership it is important to acknowledge the resiliency of Black and Brown students, and how their experiences of isolation and microaggressions require intentional support from university and school leadership. And lastly, our third area focuses on community and imperative role community plays in all classrooms.