Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools Journal Article uri icon



  • This article examines the paradox of Teach For America’s diversity gains and its support for policies that contribute to Black teacher decline in urban communities. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure—as an alternative certification program and an influential policy actor via its leadership model for education reform—requires a critical analysis of the impact of its policy commitments on Black teachers. I propose steps to better align TFA’s policy orientations with its diversity values by leveraging TFA’s policy influence to support better working conditions for teachers in urban schools, democratic school turnarounds, and teacher organizing linked to broad social justice movements.

publication date

  • January 1, 2016

has restriction

  • gold

Date in CU Experts

  • February 5, 2016 10:03 AM

Full Author List

  • White TC

author count

  • 1

Other Profiles

Electronic International Standard Serial Number (EISSN)

  • 1068-2341

Additional Document Info

start page

  • 16

end page

  • 16


  • 24