Social Justice: A Missing Link in A Literary Review of Successful Strategies Utilized by Principals for Retaining African American Teachers

Keywords: teacher retention, African Americans, social justice, principals, teachers of color, professional development


Perceptions on leadership training to sustain teachers of color vary in approaches, ideologies, and values. However, what evidence is within the literature to depict what effective principals do to retain, in particular, African American teachers?  In the present study, the authors have reviewed the literature from 2011-2020 through the lens of Critical Learning Theory. This examination led to an extrapolation of categories that indirectly embed social justice as a tool utilized for retaining African American teachers. Nevertheless, many well-known strategies utilized to promote the retention of present-day African American teachers do not include this motivating call-to-action within the parameters of their approach or training of principals. Social justice is an effective tool for supporting Generation X students who willfully and actively participate in digital and physical campaigns against systematic racial injustice. Therefore, educational leaders should transcend authoritative leadership and systematic racism with social justice as a pivotal strategy for teachers of color. 


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Author Biography

Jillian N. Ardley, Norfolk State University, Virginia, USA

Jillian N. Ardley, PhD

Dr. Jillian Ardley is the director of clinical experiences and student services at Norfolk State University. Dr. Ardley also holds an associate tenured faculty position in NSU’s department of early childhood, elementary education, and special education in the School of Education. Her terminal degree is in early childhood education with an emphasis in culturally responsive practices for young children.

Dr. Ardley specializes in connecting university faculty with future educators via video-mediated conferencing and video annotation tools. Consequently, her present position as the clinical director allows her to place career ambitious student teachers, counselor interns, and principal interns in the field supported by cutting edge technology. She facilitates practicum policy workshops and culturally responsive trainings to support future and in-service educators and administrators.

Dr. Ardley comes with over two decades of experience with supporting students within the public school classroom in Title I schools as a kindergarten and first grade teacher, a k-6th teacher of the gifted. She uses this experience as a professor, and as a curriculum coordinator to develop appropriate curriculum for diverse learners.

How to Cite
Goodloe, A. R., & Ardley, J. (2021). Social Justice: A Missing Link in A Literary Review of Successful Strategies Utilized by Principals for Retaining African American Teachers. Journal of Culture and Values in Education, 4(2), 105-119.