Keyword: critical affinity groups

ABSTRACT: Despite growing student diversity in U.S. K–12 classrooms, Teachers of Color (TOC) remain severely underrepresented. One way to support TOC is through professional learning within critical affinity groups. Critical affinity groups are spaces where TOC engage in critical pedagogy that addresses systems of oppression in educational spaces through recognition of racial and cultural strengths. This study examines how Women of Color personnel in the Urban Public School district designed a critical affinity program to support the retention and development of the district’s experienced TOC. Using semi-structured interviews, participants’ illuminated how their own lived experiences as former TOC shaped their understanding of the necessity of critical affinity spaces and how these groups support TOC. The Women of Color personnel identified monthly meetings, mentorship, support, and networking, as well as participation in policy-change workshops as the best ways support TOC. The information gained from this study supports using racial affinity groups as professional learning for TOC to offer culturally responsive mentorship and leadership opportunities that provide professional and personal transformation.