Harvard Educational Review
  1. Spring 2022 Issue »

    “I Wouldn’t Invite Them to the Cookout”

    How Black Male Special Education Teachers Feel About Socializing with Their White Colleagues

    Christopher J. Cormier

    In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees’ relationships with their predominantly White and female colleagues and how these Black male teachers chose to forgo social activities with their White colleagues even while knowing that this avoidance could limit their opportunities for broader career advancement.

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    Christopher J. Cormier (https://orcid.org/0000-0002-2187-8475) is a postdoctoral fellow in the Graduate School of Education at Stanford University. He is a former special education teacher in the Greater Los Angeles Metropolitan area. He has taught all grades from first through twelfth, exclusively in Title 1 schools. His research program is the social and cultural contexts of minoritized learners and teachers in special education. Under this overarching theme he examines two lines of scholarship. The first is surrounding the professional and socio-emotional lives of minoritized teachers. The second is around culturally informed identification of minoritized students in special education. Cormier is current president of the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) of the Council for Exceptional Children.