Centering Black Parent Voices in Black Teacher Recruitment: A Framework for Dismantling Educational Inequities in Teacher Preparation

The COVID-19 pandemic exposed systemic educational inequities affecting Black families. This study examines Black parents’ perspectives on teacher preparation through critical content analysis of The United Negro College Fund's “Hear Us, Believe Us” report. Using the Community Cultural Wealth Framework, key themes in Black parents’ experiences regarding educator preparation and classroom practice are identified. Findings reveal that Black parents’ voices are instrumental in identifying areas that could enhance teacher preparation, including cultural competency and community engagement strategies. Centering Black parent perspectives in teacher preparation programs can improve educational outcomes for Black students while addressing long-standing inequities and advancing educational equity.