The Unquantifiable Impact of Minority Educators
By Traunna Young, 4th grade special education teacher
This article was originally published in Volume 17 of Black Voices.
Estimated reading time: 6:40
A Personal Encounter That Changed Everything
Growing up I saw adults of color, however; they were rarely in leadership or teaching positions. They were typically employed in cafeteria or custodial roles. Although their presence was significant, it wasn’t until I met my first teacher of color in the eleventh grade that I realized what it meant to be taught by someone who reflected who I was, Mrs. Lisa Swan.
Mrs. Swan did not just teach me psychology—she saw me, understood me, and affirmed me.
That relationship is not an exception—it is the embodiment of what minority educators provide: not just instruction, but refuge, representation, mentorship, and belonging.
Why Representation in Education Matters
Research continually reinforces what lived experiences have shown for generations: students benefit in profound ways when they are taught by educators who reflect their culture, race, or background.
Minority teachers frequently understand the hidden difficulties and cultural differences that students encounter. They help students who might otherwise feel misunderstood gain trust. They can be observed fighting the fight to be champions for fairness in access, expectations, and discipline, while dismantling the culture of implicit bias in schools.
Studies by the National Education Association and the Center for American Progress show that America’s teaching force does not reflect the diversity of its student population. This underrepresentation has real consequences:
- Underrepresentation: Teachers and administrators of color comprise a small fraction of the workforce, even in districts with majority students of color.
- Student Outcomes: Students of color perform better academically and socially when they have teachers of the same race.
- Exposure Gaps: Many students of color go their entire K–12 journey without ever having a teacher who looks like them.
Research shows these impacts are not only academic, but deeply psychological. According to Ijoma in Visions by WIMIN, “You can only aspire to what you can see yourself in.” The presence of minority educators’ signals possibility, access, and belonging (2022).
Brannon (2024) describes representation in classrooms as offering both mirrors and windows. Mirrors allow students to see themselves reflected in positions of intelligence, leadership, and success. Windows provide students exposure to cultures, beliefs, and lived experiences that differ from their own—cultivating empathy and understanding.
The Impact on Student Success
Data underscores the importance of representation:
Schools with minority principals tend to have higher percentages of minority teachers, improved student performance, and greater enrollment of Black students in gifted programs. This suggests that school-wide climate, expectation, and programming can shift under leadership of color (Anderson, 2025).
Administrators of color frequently contribute viewpoints and priorities that are attentive to concerns about inclusion, racial equity, and culturally responsive practice. They can recognize and confront systemic injustices within their schools (Soda, 2023).
A Johns Hopkins study (2017) found that Black students who had at least one Black teacher between third and fifth grade were 29% less likely to drop out of high school. For low-income Black boys, the dropout rate decreased by 39%.
Gershenson (2022) found that having a same-race teacher increases the likelihood of high school graduation and college enrollment, with teacher expectations playing a critical role.
Carver-Thomas (2018) notes that minority teachers bring assets—cultural awareness, community connection, and lived experience— that benefit all students, including white students.
When students see teachers and administrators of color in positions of authority, it shifts what they believe is possible. As Salter (2019) states, minority leadership is empowering—it tells students, “There is a place for you here.”
Belonging is normalized through representation. Students unconsciously receive the message that leadership is for others, not for themselves, when they infrequently or never encounter others who resemble them in positions of authority. However, when pupils notice a coach, counselor, principal, or teacher who resembles them, they absorb the idea that they can achieve authority and success. Students are less alienated in academic settings. According to research, students are more inclined to seek higher education and leadership roles themselves.
“We have a wonderful history behind us… If you are unable to demonstrate to the world that you have this record, the world will say to you, ‘You are not worthy to enjoy the blessings of democracy or anything else.’”
The Dual Benefit: For Students of All Backgrounds
While the impact on students of color is profound, these benefits are not limited by race. All students benefit from educators with diverse backgrounds, perspectives, and approaches. Administrators of color, tend to make staff and students feel more comfortable voicing issues about racial bias, exclusion, or microaggressions. It’s crucial to have that voice and psychological stability. Exposure to minority educators prepares students to thrive in a multicultural world—socially, academically, and professionally.
From Impact to Legacy
What I once needed, I now provide. The reassurance that I can accomplish and make an impact is what I see when I look and hear the words of my administrator, Dr. Equetta Jones. Together we build spaces not only for instruction, but spaces where students feel seen, heard, respected, and capable.
The work of diversifying the teaching profession is not a favor to minority students—it is an investment in the future of all students. Representation is not symbolic—it is transformational. The impact of even one minority educator can ripple across generations.
Minority educators and administrators address cultural, emotional, and academic demands in addition to personnel needs. Their presence contributes to the deconstruction of stereotypes, helps affirm identity, and create of establish a secure, and encouraging learning setting. Education becomes more relatable and made more inclusive when students observe teachers that represent a variety of ethnicities, languages, and life experiences.
Ask me how I know, I am living proof.
Signed into law on June 17, 2021, HB 198 mandates that Delaware public school districts and charter schools develop and implement curricula integrating Black History for every grade from kindergarten through 12th grade.
The law took effect in the 2022-2023 school year and set tight administrative benchmarks, such as districts required to appoint a designated HB 198 lead and publish annual implementation reports. Unfortunately, there remains a troubling gap in accountability. Districts have broad discretion to create or choose their own curriculum, and there’s no enforcement timeline or fidelity check to ensure consistency across the state.
A review of the Department of Education’s 2024-2025 “Black History Education” report shows that virtually every district submitted a report. However, that submission alone doesn’t guarantee depth or fidelity—nor does it show that most districts have meaningfully begun teaching a robust, consistent Black History curriculum. There’s little publicly available evidence that many districts have taken significant strides beyond simply acknowledging the requirement.
Delaware’s local-control model means the Department of Education provides guidance and model lesson plans but cannot impose a uniform curriculum. This autonomy opens the door for disparities in how or even whether Black History is taught. It begs the question: When will students in every Delaware school receive a truthful, meaningful education about Black contributions, struggles, and resilience?
Right now, Delaware stands at a pivotal moment. Laws requiring truth in education risk becoming empty mandates without clear expectations and enforcement. As legislative battles over book bans and civil rights swirl across the country, Delaware has the chance to demonstrate true leadership: not just in passing a progressive law, but in ensuring it’s enacted effectively, comprehensively, and uniformly.
What must happen next:
- School districts must publish their detailed implementation plans—curricular outlines, grade-level pacing, primary sources used, professional development schedules, and named point-people for HB 198.
- Districts should hold staff accountable through measurable goals and timelines, ensuring fidelity to HB 198’s requirements—not just compliance in name.
- Parents, educators, community groups, and activists must insist on transparency: are principals and school boards asking, “What are our students learning? How are we teaching Black History year-round?”
- State leaders and the Department of Education should monitor disparities and step in where local capacity falls short, offering resources and, if necessary, tightening regulations.
You have the power to make it happen! Contact your local school board and district leadership today. Ask two essential questions:
- Has a comprehensive, grade-level Black History curriculum been developed and implemented in our schools?
- Where can I view our implementation plan—our timeline, program details, and accountability measures?
Demand clarity. Demand transparency. Demand that Black history is not an afterthought—but an enduring, integral part of every Delaware student’s education.
In an age when historical truth is under siege, HB 198 must be more than a law. Let it be a tool for justice, knowledge, and empowerment. Write to your board. Call your superintendent. Go to the next meeting.
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