Black Female Art Teachers: A Narrative Analysis

To address the current research gaps of marginalized subjects teaching in a high school, I propose an investigation to examine how race and gender biases impact Black female art teachers. I will analyze the misconceptions and the stereotype labels toward Black women, explore Black feminist art education perspectives, and investigate the lack of cultural diversity in art education resources. By using a theoretical/interpretive lens format, this allows the opportunity to conduct research through a reflective lens.

I will use Critical Race Feminism (CRF) as the theoretical framework to examine the practices of Black female art teachers in the high school environment (Berry, 2014). By describing their personal narrative of teaching, Black women

Therefore, the responses of the three art teachers, including my personal narrative cannot be applied to other teachers or to a larger population of teachers. The findings of this study can only better the comprehension and description of the individual experience involved in the research. It would be difficult to identify all the possible variables identified by Black female art teachers. However, external factors such as, their practicing art career (if applicable), health, finances, and family issues are just some concerns that I will

For my proposed study, I believe narrative research is the most appropriate method to collect personal stories and understand how Black female art educators experience race and gender biases while working in a high school. It will also give the participants an opportunity to express their voice and identity, which mostly likely remained silent or ignored. I plan to conduct interviews as the primary form of gathering data. Crestwell (2013) list four approaches described by Catherine Kohler Riessman to analysis narrative stories: thematic, structural, dialogic/performance, and visual narrative analysis. Using a thematic and dialogic/performance analysis will help develop a conversion between the participants and myself to create a unified story about teaching art in a high school as Black women. I plan to include two narrative approaches that can incorporate Reissman’s analysis, auto-ethnographical and oral history. By using auto-ethnography, this will allow me to tell my own personal story of race and gender biases, as well as, my teaching experience as a Black woman. An oral history approach will guide the framework of CRF to gather personal reflection of events from the