HUSTLE HARDER: ENHANCING BLACK WOMEN EDUCATORS' ABILITY TO MAKE DATA-BASED DECISIONS IN READING

Data-based instruction is a powerful educational tool, helping teachers tailor their approach to meet student needs. Implementing data-based instructional decisions can help alleviate the “hustle culture” affecting Black women educators (BWE). The data-based approach emphasizes that the purpose of data-based instruction is to support student learning, rather than intensify workload or pressure. “Hustle culture” synthesizes societal pressures to constantly work hard at the expense of rest, leisure, or well-being. For Black women educators, this “hustle
culture” is particularly challenging due to the intersection of systemic inequalities, gender and racial biases, and high expectations. BWE often encounter pressures to work harder, maintain the status quo, and take on additional responsibilities to prove their capabilities. Moreover, stereotypes and biases can generate additional stress by expecting BWE to embody specific traits or fulfill particular roles in the educational setting, such as mentoring Black students and modeling resilience and excellence amid systemic barriers. To address these challenges, educators must ensure that data analysis considers diverse backgrounds and student experiences, recognizing that various factors may influence student performance. Providing adequate training and support for BWE in data analysis and interpretation can empower them to use data effectively without exacerbating their workload.