Millions of students across the United States are returning to schools this month amid ongoing challenges such as limited resources, immigration enforcement, and cultural conflicts. Travis J. Bristol, associate professor at the University of California, Berkeley’s School of Education and director of the Center for Research on Expanding Educational Opportunity, emphasizes that these pressures often weigh most heavily on Black teachers.
Bristol notes that efforts in recent decades to recruit more Black teachers have seen success. However, he points out that difficult working conditions—especially in urban schools—are causing many Black educators to leave 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.
Research by Bristol and Desiree Carver-Thomas from the Learning Policy Institute shows that classrooms led by Black teachers benefit Black students academically and emotionally; these students are less likely to be suspended and more likely to enroll in honors courses. The positive impact extends beyond Black students to other groups as well.
Despite these benefits, data indicate a significant decline in the proportion of Black teachers—from 8.6% in 1990 to 6.1% in 2020—a decrease approaching one-third over three decades. Another study found that 41% of Black teachers would consider leaving for higher-paying jobs compared with 34% of white teachers.
Bristol explains how historic patterns persist: “Black teachers … tried to create rigorous academic spaces so that, at the moment that we became an integrated society, these Black children could compete and excel.” He describes how Black educators historically provided support for their students under segregation but lost jobs during integration when they did not follow their students into newly integrated schools.
He adds: “There is a value for all students when they have a Black teacher.” According to Bristol, having diverse educators helps prepare all children for an interconnected world: “We do white children a disservice when they get to my class … and they say … ‘Professor Bristol, you’re the first Black teacher I’ve ever had.’”
Bristol also discusses gender disparities within education outcomes among Black youth: while much attention has focused on supporting young men through initiatives like My Brother’s Keeper, he argues it is important not to overlook challenges faced by girls.
On policy responses, Bristol says investments—both public and private—have helped increase diversity among new teachers but notes continued declines among experienced Black educators may stem from federal policies affecting underperforming schools during recent administrations.
He calls for better support structures: “Black teachers leave just like any other teachers may leave — because of the working conditions in their school.” He highlights programs in California providing scholarships for principal credentials as steps toward stronger leadership pipelines and advocates for comprehensive supports such as social workers and food access within schools.
Bristol concludes: “[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.”
The full interview has been edited for length and clarity.
