Political dismissal vs. political alignment: fostering supportive school environments for Black teachers

The following qualitative study draws on theories of inclusion and psychological safety to understand how Black teachers in a district with publicly stated goals for diversity, equity, and inclusion experienced support. A grounded theory analysis of interview and focus group data revealed how Black educators navigated a complex landscape of both support and discouragement. I argue that the Black teachers felt supported when they were in political alignment with their colleagues as this alignment created a sense of psychological safety, particularly in the current anti-critical-race-theory context. I conclude with implications for how school administrators can work to reduce the political dismissal of Black teachers.