Millions of students across the United States are returning to schools facing a range of challenges, including limited resources, immigration enforcement, and political debates. According to Travis J. Bristol, an associate professor at the University of California, Berkeley’s School of Education, these pressures often weigh most heavily on Black teachers.

Bristol notes that while efforts in recent decades have succeeded in increasing the number of Black teachers in classrooms, difficult working conditions—especially in urban schools—are pushing many out of the profession. “The nadir” and “second nadir” are not my ideas or my words. I’m just agreeing that we’re living in this second wave of the lowest point of race relations since the end of chattel slavery in the United States. The first, of course, was the rise of the KKK, and the Supreme Court’s ‘separate but equal’ decision in Plessy vs. Ferguson,” said Bristol.

He describes a decline in Black teachers over time: In 1990 they made up 8.6% of U.S. teachers; by 2020 it had dropped to 6.1%. A separate study cited by Bristol found that 41% of Black teachers would leave teaching for better pay compared to 34% of white teachers.

Research conducted by Bristol and Desiree Carver-Thomas from the Learning Policy Institute highlights that Black students with Black teachers are more likely to be academically successful and less likely to face suspension or disciplinary action. Their findings also show positive impacts on non-Black students when taught by Black educators.

Bristol reflects on his own experience as a former student and teacher in New York City public schools: “The election and inauguration of Barack Obama as the 44th president of the United States in 2009 dramatically symbolized the progress of Black Americans in public life, but also provoked a fierce, ongoing racial backlash that reaches from the White House down to neighborhood schools,” he said.

He points out that while there has been increased representation for some groups among educators—such as Latinx and Asian American teachers—the presence of Black teachers continues to decrease despite evidence supporting their value for all students: “There is a value for all students when they have a Black teacher.”

Bristol argues that exposure to diverse educators helps prepare all children for participation in an interconnected society: “Having Black educators really allows people to experience that they live and function in a society that is interconnected.”

His work initially focused on Black men as teachers but now also examines challenges faced by girls and women: “There’s a space to continue to bring attention to the experiences of Black men and boys… But this hyper-visibility prevents us from also thinking about the experiences of Black girls.”

According to Bristol, policies aimed at increasing diversity among educators have shown results; however, retention remains an issue due largely to workplace conditions: “Black teachers leave just like any other teachers may leave — because of the working conditions in their school.”

He emphasizes leadership preparation as key for supporting both new principals and new teachers through programs such as California’s grant initiative providing scholarships for high-quality credentialing.

Bristol concludes with optimism about ongoing efforts toward inclusion: “[E]fforts to diversify the educator workforce should not be viewed as a threat. They should be viewed as means to fulfill the American project.” He underscores America’s founding ideal—“E pluribus unum”—as central motivation for continuing work toward educational equity.

For further reading on this topic see Travis J. Bristol’s essay with Desiree Carver-Thomas titled Facing the Rising Sun: Black Teachers’ Positive Impact Post-Brown (https://learningpolicyinstitute.org/product/facing-rising-sun-black-teachers-positive-impact-post-brown-report). Those interested can also listen to his insights on democracy featured on Berkeley Talks (https://news.berkeley.edu/berkeley-talks).