INTRODUCTION
In the winter of 2023, the Butler Institute 1 conducted a series of first round interviews with 21 Denver Preschool Program (DPP) educators to better understand their lived experience. A follow-up interview was offered to 14 educators who identified as Black, Indigenous, or Person of Color (BIPOC). Overall, 12 DPP BIPOC educators agreed to a follow-up interview, conducted by the same evaluator to increase rapport. These follow up interviews explored personal identity and workplace experiences, including those related to systemic racism and interpersonal bias, educator strengths, and the role of DPP and the larger system in supporting BIPOC educators. We have analyzed major themes from these 12 BIPOC follow-up interviews below.
KEY INTERVIEW FINDINGS
• Our respondents highlighted that BIPOC educators bring many strengths to their workplace, including cultural awareness and empathy for the children and families in their care.
• DPP’s BIPOC educators identify in meaningful and diverse ways across racial and ethnic continuums.
1 The Butler Institute for Families at the University of Denver Graduate School of Social Work aims to create equitable, effective, and innovative systems in which children, youth, and families thrive. We work throughout Colorado and nationwide to provide human services research, evaluation, capacity building, workforce development, and consultation in the areas of early childhood, child welfare, tribal child welfare, and behavioral health.
• Our respondents have experienced racism within the workplace, though definitions of racism and responses to racist incidents vary across individuals.
• Many BIPOC educators relied on family and professional support networks to both process and heal from discrimination in the workplace, often leading to overlap in stress between the work and home settings.
• DPP’s BIPOC educators reported signs of Racial Battle Fatigue 2 in response to experiences at work that resulted in physical, mental, and social/emotional consequences.
• Our respondents noted that autonomy and trust were essential to feeling that they could bring their whole selves to work.
• There is a system-wide need for pathways that directly address racial trauma experienced by DPP’s BIPOC educators in the workplace, leading to actionable and tangible accountability.
• Recommendations for DPP include providing culturally grounded curriculum and materials to promote equity, increase representation for BIPOC educators and families, and actively address systemic bias.
SUMMARIES
IDENTITY
BIPOC educators interpreted “identity” in different ways. Most mentioned their racial or ethnic identity which was at times tied to gender, highlighting the intersectionality of gender and race. For example, one participant identified as a “Black woman,” and several of the participants who identified as Latine or Hispanic used the gendered ending that corresponded to their gender identity.
For another participant, the connection between race and ethnicity was more complicated, due to having parents from different races and connections to several different countries. They felt more connected to a culture than a race or ethnicity, and they indicated that they may not be readily identified as another race due to their physical appearance (e.g., “white-presenting”):
2 Racial Battle Fatigue (RBF) is a theoretical framework created by Dr. William A. Smith for the purpose of “[modeling] the psychological, physiological, and behavioral effects, and the relationship among these effects, that are associated with racial/ethnic minorities’ experiences fighting racial microaggressions” (Ragland Woods et al., 2021, p. 221). See Butler’s annotated bibliography for source information.
I don't look like I am a person of color. Something happened, and I don't look like other people that would be from my different races. So, I don't feel like I've had any difficulty…in that way. Definitely, I have a different culture. I have different ways that I think about things because of my culture, but I don't feel like I've had any difficulty as a person of color might.
In some cases, BIPOC educators identified with a country of origin or a geographic location, whether they were born there or whether their family emigrated to the United States prior to their birth. In one case, a participant strongly identified with a specific neighborhood in the Denver metro area, one that has important historical ties to the Black community.
Other factors that came into play for a few BIPOC educators included disability and specific life circumstances. For one participant, becoming a teenage parent was a central component of their narrative, which led them into the early childhood education (ECE) field and propelled them to take advantage of professional development (PD) opportunities with encouragement from their supervisors. In turn, these experiences made them realize the importance of PD, and they continued the tradition of promoting PD to their staff and offering similar opportunities for career growth Regarding other unique life circumstances, one participant described how their neurodivergence functions as a strength, helping them connect with and better understand the children in their care
WORKPLACE EXPERIENCES – SYSTEMIC RACISM
EDUCATOR DEFINITIONS OF RACISM
When asked to describe racism from their perspective, our BIPOC respondents held differing views, yet their definitions shared several key elements. For many, they defined racism as a deliberate act intended to cause harm or to marginalize others. Others noted that lack of awareness of different cultures or identities was a factor, suggesting that ignorance due to lack of exposure and education were primary underpinnings of racism. BIPOC educators observed that racism appears rooted in power dynamics that are built into the current system. Additionally, our respondents expressed awareness that individuals of any race can hold racist beliefs, due to stereotypes and discrimination promoted by white supremacy culture. This was a particular focus for BIPOC educators who worked with children and families from other marginalized cultures.
Participants also identified other forms of discrimination that exist in ECE. For example, BIPOC educators noted that children who are recent immigrants and/or who are multilingual learners may often be segregated from their peers or may experience unequal academic experiences due to xenophobia.
IMPACT OF LANGUAGE DIFFERENCES
BIPOC educators self-identified in many ways, with language identities existing as an important part of their experience at work. In fact, some participants felt that they were most impacted by their status as immigrants to the United States and/or as multilingual learners. For example, an educator who came to the United States as a young child shared their experience with learning English and being placed in classrooms with other multilingual students. The participant highlighted the inequity of grouping all students in a single classroom with little differentiated support, regardless of age, language needs, and cultures. For this educator, their personal experience led to an increased sense of empathy and connection. For example, the educator felt better able to connect with the children and families in their care, and they actively worked to become more aware and cognizant of their students’ academic and social needs. Their narrative highlights the ways in which educators with experience in multicultural and multilingual environments can create bridges for students and families from different cultural backgrounds.
EXPERIENCES WITH RACISM
Educators with experience in multicultural and multilingual environments can create bridges for students and families from different cultural backgrounds.
From a personal experience perspective, many BIPOC educators shared that they had often witnessed racism in the workplace, both prior to and within the past 12 months, including biased generalizations, microaggressions, segregation of students or teachers based on race, disparities in opportunities, and unfair expectations. When faced with the need to report racism in the workplace, our participants expressed frustration with the perceived inaction and lack of response from administration. Several educators also noted the failure to implement inclusivity and diversity training effectively, and/or the expectation that they, as BIPOC educators, should be responsible for hosting or facilitating cultural events. For example, the interviews cited in this memo occurred during Black History Month. More than one Black educator noted that their schools expected them to play a primary role in facilitating culturally
related events, which was an exhausting and frustrating experience that added physical, social, and psychological burden. As one educator explained:
"Black people are tired of doing everything for you to figure stuff out... I need support from the people that aren't Black to get on board with me... So, the person [facilitating] doesn't have to be [Black]."
Our participants highlighted the need for support from colleagues and non-Black individuals in fighting against racism. They rejected the notion that the burden of educating others should fall solely on BIPOC individuals and emphasized the importance of shared responsibility in addressing racism.
Further, BIPOC educators felt that administrators failed to follow through after completion of system-wide diversity, equity, and inclusion (DEI) training. One participant shared the discouraging outcomes of trainings that did not lead to actionable change:
"It's racist to do training and meetings around inclusiveness, diversity, and then when we have perfect golden opportunities to carry out what we have learned in our training, do nothing."
In these interviews, BIPOC educators noted that racism is often perpetuated by those in positions of power, which can lead to inequitable treatment, dismissive attitudes, and condescension. They also highlighted pay disparities and the differential treatment of employees based on race. For example, one educator noted that they felt less valued as a result of their BIPOC identity: "And I'm not imagining this, your life doesn't have the same value." In addition to feeling as if they were not fully embraced by their coworkers or accepted in their school setting, they noted that systemic racism also affects their classroom experience. For example, participants reported that students of color with special needs were purposefully segregated into classrooms with BIPOC educators, as administrators incorrectly assumed that BIPOC teachers would be better able to manage student behaviors, leading to a lack of needed supports.
Though many BIPOC educators readily identified episodes of racism and discrimination, some felt that they had not experienced racism within their workplace, representing differences in perception Further, some educators reported experiencing racism at former jobs but not at their current work setting.
EMOTIONAL RESPONSE TO RACISM IN THE WORKPLACE
BIPOC educators described their emotional response to racism at work, revealing challenging dynamics that they were forced to confront in their workplace environment. Many shared that they internalized their emotions by rationalizing the actions of others or by feeling as if they should “avoid making waves.” For example, a Black participant reportedly suppressed their feelings to avoid being labeled as the "angry Black woman” at work, a stereotype threat that is a frequent consideration for Black educators. Other BIPOC educators indicated that their coworkers or parents of children in their care may have been unaware of their racist behaviors and beliefs, often causing unintentional harm with their actions.
When asked about their response to racist incidents, BIPOC participants highlighted their need to maintain employment, fear of negative repercussions, and internal conflicts as reasons for not speaking up. Some expressed feelings of frustration, sadness, and the emotional toll of suppressing their true emotions. "I internalize it because I don't want to be a wave maker... Just keeping it moving." Others employed strategies such as turning off their "racism switch" to survive and maintain employment. These coping mechanisms highlight the unfair challenges faced by BIPOC educators who are forced to balance self-preservation with the desire for change in their workplace setting.
Overall, many BIPOC educators reported symptoms of what is known as Racial Battle Fatigue (RBF) in their response to discrimination at work. For example, participants did not feel that they had the necessary resources or supports when faced with racism in the workplace and often internalized the experience or avoided confrontation as a result. They emphasized the need for organizations to implement effective strategies, policies, and consequences to both identify and to combat racism, beyond simply expecting BIPOC educators to carry that burden alone
EMOTIONAL RESPONSE TO RACISM IN THE HOME SETTING
BIPOC educators shared ways in which they sought emotional support from their families and engaged in self-care in response to experiencing racism at work. For some, connecting with family members was a way to process their experiences and to seek guidance in how to heal and respond. A few BIPOC participants noted that their parents provided insight and strategies based on their own previous experiences with discrimination. Further, some educators noted that their own experiences with racism in the workplace negatively affected their interactions with family members.
Other participants indicated a reluctance to discuss racism in their home setting, particularly with their children, to protect them from negative experiences and to maintain a positive atmosphere. They recognized the impact of racism but chose to shield their children, considering emotional well-being first and foremost. As one educator noted,
"I don't bring it home to them because it's not good … I avoid now as my kids get older... I didn't realize that ... they're like sponges, they are absorbing all that."
Taken as a whole, BIPOC educators reported one of two options when faced with workplace racism, either seeking guidance from trusted family members or internally processing the event to shield their loved ones.
REACTION TO EXPERIENCES
As evidenced within their narratives, BIPOC educators responded to racism and discrimination in different ways. They shared the toll that experiencing racism in the workplace takes on their mental health. BIPOC participants described how the emotional burden and constant pressure of dealing with systemic bias and discrimination negatively impacted their overall well-being. They also highlighted the consequences of workplace racism that flow into their personal and family lives.
Some participants felt that they could advocate for change within their workplace or seek support from colleagues and support groups. For other BIPOC educators, the only option was to leave their positions. They expressed feelings of being undervalued and unappreciated and described the profound impact of racism on their overall health and well-being. As noted, many discussed their feelings of frustration with the lack of action to combat racism and their internalization or forced rationalization of their experiences.
STRENGTHS- BASED EXPERIENCE
BIPOC participants described how the emotional burden and constant pressure of dealing with systemic bias and discrimination negatively impacted their overall wellbeing.
BIPOC EDUCATOR STRENGTHS
Due to their own lived experience, BIPOC educators reported a nuanced understanding of children and families from diverse backgrounds. One educator mentioned that their experience as a former ESL student provided a frame of reference to understand their current students’
needs. This experience resulted in the educator creating an inclusive environment that welcomes and celebrates a variety of cultures. Another participant modeled cultural inclusivity in their classroom by sharing about their culture, which made students and families more comfortable in sharing their own stories.
BIPOC educators frequently emphasized that they bring significant empathy to their job because of what they have experienced in their own lives, with one participant explaining:
“The purpose is trying to understand others, and make others feel loved and appreciated and accepted.” Several educators mentioned a willingness to share their knowledge, whether to support a new teacher or the families in their care. One educator explained their process of sharing knowledge with peers and with parents:
Being able to step outside of my role as an educator and then help somebody out who is genuinely curious and willing to help their child and willing to learn means a lot to me. Also, if they see something on my wall at work or February's Black History Month, [or] I'm wearing things that have to do with Black history, or they're asking me certain things that I can sit and voice and I can give my knowledge to them … [it] not only helps them learn, but helps them understand why I am the way I am.
Being able to connect with families was an important part of the job for many teachers. This connection was especially resonant for several participants who identified as Latine or Hispanic, highlighting the cultural significance of family. As a result of having direct or indirect experience with immigration themselves, BIPOC educators felt that they could offer salient advice or provide targeted resources to the children and families in their care.
Observing practices and holidays from different cultures are additional examples of how BIPOC educators promote inclusion at work. One BIPOC participant praised their administration for encouraging staff to choose books for their curriculum that could help broaden cultural understanding and provide diverse examples for students. Some participants also pointed out that BIPOC staff themselves are role models for BIPOC students, especially those in leadership positions.
FEELING SUPPORTED AND BRINGING WHOLE SELF TO WORK
In terms of what makes educators feel supported, several participants mentioned autonomy and trust. One BIPOC educator appreciated “the freedom I have to teach,” with another saying, “They trust me to do my job…that is invaluable.” Participants indicated that program administrators made them feel supported by proactively reaching out and periodically checking in to gauge needs, as well as providing support for trainings (e.g., dedicated time for trainings, seeking out/promoting available trainings, and helping educators secure funding opportunities).
Recognition, validation, and expression of identity were central to many BIPOC educators’ perceptions of how they can fully show up at work. One participant stated: “I want to be supported by full acknowledgement that I am in fact [an] African American woman.” Another educator recognized that being comfortable in their identity allowed them to be fully themselves, which, in turn, enhanced their work with diverse families:
I think just being comfortable with my identity... and knowing that this is how I was brought up and that is okay, and this is part of the culture. That helps me connect... I think part of it was conversations and experiences and talking to parents … So, things like that, having those conversations and helping parents feel comfortable because I could relate with them on a level that others couldn't, helped me really feel comfortable with myself. I had that to offer to my [families].
In contrast, a few BIPOC educators felt unable to bring their authentic selves to work due to their identities being misunderstood or invalidated. In the case of one participant, they became aware of their coworkers’ fear-based avoidant attitudes, a telltale reaction that the participant recognized as a hallmark of racism:
And I think that the other very big stereotype is if I say something, it makes me a “mad Black woman.” And I think that has a lot to do with why no one comes to talk to me about situations when it comes up. They always go to my supervisor. And that has irritated me. I'm such [an] open person And when you go behind my back, yes, that is going to make me upset because again, I am a single mother and I cannot let people jeopardize my job of what is keeping a roof over my daughter, what is sitting here and giving us food, especially when I know the amount of work that I am trying to put in.
This participant’s story highlights the frustration and increased anxiety caused by raciallycharged dynamics at work, culminating in a perceived threat to their and their child’s financial well-being.
BIPOC participants noted that lack of respect from other staff members can be a barrier to feeling wholly accepted at work. This included being assigned inequitable workloads. A few participants noted that “feeling heard” is an important part of validation, though at times they felt disregarded or condescended to at work:
Knowing that I'm being heard and not just pacified. Knowing that my comments, my questions, my concerns are being heard and they're doing something actively to help me. Not saying, "Oh, ... that's just how that person is." Or, "Maybe you should kill them with kindness."
But it's like, "No, this is [really] happening, and I need your help, and I need your support," and it doesn't feel like I'm getting that.
Additionally, one BIPOC participant expressed annoyance with their coworkers’ lackluster response to their ideas related to DEI, although this did not stop the educator from continuing to pursue their DEI goals. These narratives serve to demonstrate how widely experiences of acceptance and inclusion can vary between BIPOC educators, including the complex interplay between their lived experiences and the systems in which they work.
THRIVING AS A BIPOC EDUCATOR
BIPOC educators often mentioned support networks, both personal and work-related, as integral components of their well-being. Several BIPOC educators shared that family was especially important and a specific source of resilience. Likewise, some participants highlighted support from coworkers as a source of strength, particularly when provided by others with similar identities and cultural backgrounds. They also cited mentorship and advice as helpful factors.
BIPOC educators felt supported when their skills and efforts were recognized at work, and when they felt full acceptance of their self and their racial/ethnic identity. The latter, as some participants clarified, has vastly improved over time due to an increased focus on equity and diversity in teacher preparation programs and PD.
One BIPOC educator specifically identified “learning to advocate” for themselves as a critical skill that they had to develop over time. To achieve this, they started saying “no” more often to tend to their own well-being. The participant pointed out that this is particularly important for BIPOC educators, who often feel pressured to work harder than their white counterparts a manifestation of how systemic racism has shaped the workforce, both in ECE and beyond:
That's something that a lot of people of color take with them to the workforce; they want to outwork their white coworkers. They feel like they need to outwork them because they're people of color. I just recently heard of a study done of black males in... I can't remember which workforce it was, but they were dying really young. It was because they were working so hard. They were trying to outwork their counterparts. After hearing that, I was like, "Man, I need to slow down a bit. I need to find a balance and not do as much, or just do enough to keep my juices flowing." After hearing that, because that's how I felt, I felt like I was just always working and always doing stuff and just trying to always help. It got stressful, and it takes time away from the kids. After hearing that, I found I started to say “no” more. That's a good strategy for people to find that balance, to learn how to say “no.”