A Qualitative Study Exploring the Lived Experiences of Teachers of Color in Predominately White K–12 Environments

The purpose of this qualitative study was to describe the lived experiences of teachers of color and identify commonalities within the lived experiences of teachers of color employed in predominately White K–12 schools. This study utilized interpretive phenomenological analysis as viewed through the White racial frame lens. There were 15 participants that were included in this research study. Participants were teachers of color with at least 5 years of teaching experience in predominately White K–12 environments. Data collection procedures included confidential virtual, semistructured interviews that included specific information the researcher wanted to explore. Six themes were revealed: (a) cultural advocacy, (b) congregating and derogatory comments, (c) lack of academic freedom, (d) lack of professional connectivity and microaggressions, (e) coping strategies while maintaining professionalism, and (f) political divide. The findings revealed that teachers of color build networks with other teachers of color, engage in self-advocacy and prayer, and choose to ignore microaggressions. Some participants decided to engage in race conversations to educate their White peers as a way of fostering understanding and empathy. While teachers of color were silenced and marginalized, they continued to maintain their professionalism in predominately White K–12 environments