Speaking Engagement/Conference
Presentation at the 2020 American Educational Research Association (AERA) National Conference, San Francisco, CA
Perceptions and Recommendations From the Field: Re-imaging Support for Novice African American Teachers
documents novice African American teachers experiences in order to ascertain the way in which racial composition of the
workplace affected interactions with non-minority institutional members in schools with a skewed African American teacher population
At the 2020 American Association of Colleges for Teacher Education (AACTE) Conference in Atlanta, GA. Dr. Erikca Brown will present at two sessions These presentations seek to center African American teachers counter-stories. Case Stories: African American Teachers and Unique Workplace Phenomenon. This session gives voice to the professional experiences of African American teachers in order to examine workplace phenomenon, specifically racial micro-aggressions, which may contribute to the inability for K-12 institutions to maintain the presence of African American teachers. For the purpose of this session the problem of a lack of teacher diversity will be examined in light of racial micro-aggressions as experienced by African American teachers in K-12 institutions. While Effective Support As a Means For Preparation For Persistence: Experiences of and Recommendations From Novice Black Teachers seeks to understand the experiences of novice African American teachers employed within K-12 schools, wherein they lack racial congruence, interacting with Caucasian institutional members, in order to gain a better understanding of the challenges they face in relationship to organizational culture. Additionally, this study sought to determine the presence of support systems, specifically beginning teachers’ induction programs to addressthe unique challenges experienced by novice African American teachers and these teachers’ recommendations for change.
At the American Education Studies Association (AESA) Conference (November 3, 2019 at 8:00 am) in Baltimore, Maryland. This qualitative study titled: Recommendations from the Field: Creating A Supportive Community for Novice African American Teachers documents the experiences of novice African American teachers in schools, wherein they lack racial congruence, interacting with Caucasian institutional members, affects of the organizational dynamic of performance pressure, the ability for induction programs to support the unique challenges faced by novice African American teachers and their recommendations for creating a more supportive community.
My session at ACSA/AASA/NASS Women in School Leadership Forum (September 25. 2019) entitled: Courageous Conversations About Micro-aggrerssions: What You Didn't Know You Said Still Hurts seeks to collectively understand the impact of leadership on marginalized communities and to collaboratively engage in productive and responsive dialogue and research that supports and sustains community, addresses equity/justice and equality, and advances all towards an egalitarian mission.
The Handbook of Research on Teachers of Color Fall Convening (November 2018)
coalesces and synthesizes key lessons from past research, to make sense of outcomes from current research, and chart directions for the field across a teacher development continuum. The following ten research domains related to what we know and need to know about growing and sustaining racial/ethnic teacher diversity across the teacher development continuum: recruitment, program design and preparation, mentorship, professional development, teacher turnover and retention, pedagogical and leadership practices, teacher induction and human resource development, intersectionalities, educational impact, and policy.
Dr. Erikca Brown
At the California Educational Research Association (CERA) November 13, 2018 in Anaheim, California Drs. Brown & Kelly will highlight the results of two qualitative studies conducted to ascertain the ways school leaders’ play a key role in shaping school environments, which either impede or promote student readiness for all ages. In the session entitled, Building Leaderships’ Capacity for Cultural Competency: Lessons from the Field attendees will be able to:
-
Recognize that diversity and multiple perspectives are essential, treasured assets.
-
Comprehend the experiences of marginalized stakeholders to inform instructional design.
-
Respect the experiences of various groups and make concerted efforts to incorporate knowledge of and sensitivity to those experiences in professional decisions and interactions with students, colleagues and members of the broader community.
Dr. Calista E. Kelly
Gabrielle Peterson, Nina Cole,
Dr. Erikca Brown, & Adrienne Caine
At the Southwest Oral History Association Conference (SOHA) April 27-29, 2018 in Fullerton, California Dr. Brown delves into the experiences of African American teachers in K-12 public schools in her session entitled Elevating the Voices of Black Teachers: Speaking Truth To Power documents the oral histories of African American teachers and giving a living voice to their words, we will hear firsthand the role racism plays in the professional interactions of these teachers by highlighting their experiences with racial micro-aggressions
What You Didn’t Know You Said, Still Hurts: Crucial Conversations About Micro-Aggressions(3rd of a 3 part series) (Monday, March 26, 2018)
Presented by Dr. Erikca Brown--This gathering provided an introduction to micro-aggressions, covert and unconscious acts/words that result in the receiver’s humiliation or overt criticism of a marginalized people-group.
Community Gathers event at the Portfolio Coffeehouse in Long Beach California
https://communitygathers.org/events-1/
Presentation at OSBA (Office of Black Students Affairs) Black Intersections Conference (Claremont Graduate University, 2018),"The Presence of the Problem, the Power to Change it, and the Promise to do so--Stories of African American Teachers" This session began with an audiovisual presentation providing a descriptive analysis of the experiences of African American teachers and continues with a discussion, then a question and answer portion with a panel of African American teachers, from a school district in the Inland Empire, who are one of a few within their school site(s).
The session, "Leaders: Agents of Equity Inside and Outside the Classroom" featured at Illuminate Equity Symposium in the Bay Area (March 17th 2018 8:30am-3:30pm) presents insights from three qualitative studies investigating the beliefs, perceptions, and behaviors of institutional leaders in schools that either endorse or impede equal opportunities for a diverse population. Workshop participants move toward building capacity for equity for all institutional members through: 1) connections with other participants who are one of a few or outliers at their school to find solidarity and strength amongst themselves and receive encouraging support, 2) increase awareness of the existence of micro-aggressions and learn how to be an ally/ active bystander in order to advocate for those who experience them, 3) develop a better understanding of equity and what it looks like at their school site and develop some applied skills to take back to their school site.
Presenting with Drs. Calista E. Kelly (CGU), Gina M. Newton (University of Redlands), and Erikca D. Brown (Chaffey Joint Union High School District)
In the Breakout Session Teaching Ethnic Studies and Intersectionality at the University of La Verne CEEIR and the LaFetra College of Education Conference (February 2018 from 2:30-3:45 ) Dr. Brown discusses the "Challenges of Being One of a Few: Proportional Rarity and the Black Teacher" which draws upon Kanter’s (1977) work on proportional representation this presentation seeks to provide a descriptive analysis of African American teachers’ perceptions of professional experiences interacting with non-minority members of their organization, when they themselves are proportionally or numerically rare.
Presenting with Dr. Gerald K. Wood (NAU) and Chaired by Robin M. Morris (Agnes Scott College)
In the Teaching Memories: A Listening Session entitled "Do You Hear Us Now?" featured at the Oral History Associations’ (OHA 2017) Annual Meeting Dr. Brown showcased the narratives of African American teachers, who frequently find themselves as one of a few racially and/or ethnically diverse members of their institution. Her session, “Finding Our Voice: Listening to the Racial Realities of African American Teachers”, delves into the unique challenges faced by African American teachers in primarily segregated spaces through participants "own words”.
Dr. Erikca Brown shared her research in a paper presentation entitled, "Teaching While Black: Black Teachers and Racial Micro-Aggression" at the 2017 National Symposium on Preparing, Recruiting, and Retaining Teachers of Color held September 15th in Kentucky at Northern Kentucky University.
Drs. Gina M. Newton, Erikca D. Brown, Calista E. Kelly and Angela Louque (CSUSB), discussant
Presentation at American Educational Research Association (AERA) National Conference, San Antonio, Texas 2017 "Educational Gatekeepers: How Capital and Organizational Structures Endorse or Impede Equal Opportunities"
Presenting with Drs. Gina M. Newton (University of Redlands), Calista E. Kelly (CGU), and Erikca D. Brown (Chaffey Joint Union High School District)
Presentation at OSBA (Office of Black Students Affairs) Black Intersections Conference (Claremont Graduate University, 2017), "Things We Lost in the Fight For Educational Equality: A Sense of Community and Shared Capital"
Presenting with Drs. Erikca D. Brown (Chaffey Joint Union High School District), Gina M. Newton (University of Redlands), and Calista E. Kelly (CGU)
Presentation at American Educational Research Association (AERA) National Conference, Washington D.C. 2016 "Disparities in Education: Historical Trends, Alternative Education and Racial Micro-Aggression"
Dr. Gail L. Thompson (discussant), Drs. Talisa Sullivan, Erikca D. Brown, Gina M. Newton, and participant
