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On the Limited Presence of African American Teachers: An Assessment of Research, Synthesis, and Policy Implications

University of Toledo

This article responds to a recent review essay by King (1993) on the limited presence of African American teachers in American elementary and secondary education. The purpose of this response is twofold. First, it is suggested that the original work leaves some of the issues surrounding attracting and retaining elementary and secondary school teachers unaddressed, leaves some conflicting empirical work unsynthesized, and provides interpretations and policy suggestions that do not necessarily directly follow from the empirical evidence. Second, this response highlights an emerging problem in educational research. It suggests that a productive and worthwhile area of inquiry would be one in which educational researchers examine how "crises" in education emerge, how they are defined and constructed both within and outside the field of education; and how educational researchers respond to educational crises. It is hoped that these substantive and policy concerns will begin to receive additional attention from educational researchers and policymakers.

Review of Educational Research, Vol. 65, No. 1, 78-92 (1995)
DOI: 10.3102/00346543065001078


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