“WE’RE NOT A MONOLITH, BUT BLACK WOMEN BE UNDERSTANDING”: CONNECTING MILLENNIAL BLACK WOMEN TO ADDRESS EDUCATOR MORALE

In this study, eight Millennial Black Women Educators detailed their professional experiences in four affinity group sessions that took place from July to October 2022. Participants served as in-service educators in Baltimore City and Washington, DC and their engagement in affinity group sessions sought to answer the following research question: How can personal and professional connections with other Millennial Black Women Educators impact the morale of Millennial Black Women Educators in a Pre-K through 12 urban school district? This researcher centered Black feminist theory in the methodological design and connected culturally informed peer networks and educators’ morale. Throughout the study, the term educator refers broadly to those serving in the classroom and beyond. The term teacher refers to those directly instructing students in the classroom. Utilizing inductive coding, seven themes emerged that provide critical insight into the experiences of Millennial Black Women Educators and their perceptions regarding their persistence in the field. Implications and recommendations are included for school and district leaders as well as the education sector at large.