부산대학교 도서관

Minoritized special education teachers of color often report feeling isolated in their work environments, affecting their sense of belonging and decision to stay in their positions. Although these teachers struggle with their identity in majority White workplaces, they are also often the only voice advocating for students of color eligible for special education services, further underscoring feelings of isolation. This article provides strategies to advance the self-advocacy of teachers of color, particularly as it relates to personal belongingness in schools. We will also suggest the necessary supports from colleagues, including administrators, that will lift the burden of these teachers being the lone disability and racial justice advocates in their schools. These self-advocacy strategies can help facilitate a sense of belonging for minoritized special education teachers of color within their organizations, cultivating a school climate that should result in the retention of these teachers.