This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to academic achievement for students, their views differed about whether or how policies undermine the presence of Black teachers in schools. We offer conceptual distinctions between participants’ views, including those who described policy as having a mixed impact on Black teachers, those who described policy as having an unintended but harmful impact, and those who described policy as playing a tacit role in systemic marginalization of Black teachers and as a form of institutional racism. We find benefit in all participants’ views and offer suggestions for initiatives that seek to strengthen workforce diversity.

中文翻译：

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教育政策和黑人教师：种族、政策和教师多样性的观点

本文考察了著名教育研究人员的访谈回答，他们被要求考虑主要教育政策在公立学校黑人教师代表性不足方面的作用。参与者考虑了与问责制和市场改革相关的政策，包括考试、学校选择和特许学校以及替代教师教育。尽管参与者同意黑人教师对学生的学业成就做出了巨大贡献，但他们对政策是否或如何削弱黑人教师在学校的存在的看法不同。我们提供参与者观点之间的概念区别，包括那些将政策描述为对黑人教师产生混合影响的人，那些将政策描述为具有意外但有害影响的人，以及那些将政策描述为在系统性边缘化黑人教师和制度性种族主义方面发挥着默认作用的人。我们从所有参与者的观点中发现益处，并为旨在加强劳动力多样性的举措提供建议。