A regional collective initiative (Teaching is My Favorite Color) provided teachers of color a safe space, belonging, and authentic identity expression¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2024 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Teachers of color participating in Teaching is My Favorite Color reported the initiative provided a safe space where they did not feel alone and could be their authentic selves. → timfc-interview

Evidence¶

timfc-interview¶

Iloh, C. (2024, February). Recruitment and Retention: Impact of Pilot Solutions Designed by Teachers of Color (Phase II). Digital Promise. https://doi.org/10.51388/20.500.12265/216

q2 · i? · qualitative · r1

Qualitative case-study interview data reported in the Teaching is My Favorite Color case study: a Latina teacher of 12 years said participants "think they are the only one and realize they are not the only one," and described being "seen as more of my authentic self." No outcome measures or effect sizes are reported.

"she explained how Teaching is my Favorite Color provided a safe space for racially minoritized teachers to not feel alone even if they are the only ones in their school."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it
• Identity — outcome: instruction changes it
• Safety — outcome: instruction changes it

Related Claims¶

• One Black male educator reported that Admiral Squad participation raised his confidence, sense of belonging, and sense of purpose — related
• A teacher mentioning her own less-celebrated identities opens the door for students to include their perspectives and identities — related
• A teacher whose home culture was excluded from school brought her home culture into her teaching so students could express and maintain their identities — related
• Qualitative research shows marginalized students' sense of belonging depends on maintaining connections to their valued identities at school (self-concept fit) — a broader claim this one bears on
• Black women and participants with intersecting identities report being overlooked, facing microaggressions, and experiencing imposter syndrome in tech spaces — related
• Representation in the sub-discipline relates to belonging: women of color in pSTEM report belonging less frequently than white men — related
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores — related
• Quality of staff-student and staff-parent relationships most strongly defines safe schools, with disadvantaged high-relationship schools feeling safer than advantaged low-relationship schools — related