Pushedto Teach: Pedagogies and Policies for a Black Women Educator Pipeline Journal Article uri icon



  • This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and social-emotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls’ intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls’ agency and genius, and (d) consider implications for the development of Black Women Educator pipelines.

publication date

  • January 1, 2018

has restriction

  • bronze

Date in CU Experts

  • February 12, 2018 11:49 AM

Full Author List

  • Gist CD; White T; Bianco M

author count

  • 3

Other Profiles

International Standard Serial Number (ISSN)

  • 0013-1245

Electronic International Standard Serial Number (EISSN)

  • 1552-3535

Additional Document Info

start page

  • 56

end page

  • 86


  • 50


  • 1