Navigating Racialized Administrative Burdens in Teacher Licensure and Certification

Abstract

Background and Context: Teacher licensure and certification are complex processes that aim to establish standards of teacher quality by regulating entry into the profession. However, many teachers of color experience barriers when navigating licensure and certification. Purpose: Using racialized administrative burdens as a theoretical lens to understand such barriers, this study attends to structural biases assembled in ostensibly race-neutral administrative processes within teacher licensure and certification. Research Design: Embedded within a larger project exploring licensure and certification barriers for teachers of color, data for this qualitative study include interviews with 17 teachers of color and two focus group sessions with licensure administrators—four school district personnel and four university-based licensure administrators. Study Conclusions: We identified racialized administrative burdens related to accessing information and resources, financial strains, and other compliance costs, as well as psychological burdens that rendered disempowering effects on teachers’ sense of belonging and persistence. As states consider and implement initiatives to diversify the teacher workforce, this study casts light on the licensure and credentialing process as a policy mechanism to address racialized barriers.