We Love Illinois Schools
A Space to Relate: Affinity Groups for Educators of Color
Dusty Rhodes 0:02
Hello, we are the Illinois State Board of Education, and we love Illinois schools. I'm Dusty Rhodes in the public relations department. We have two guests today. Chanice Artis is a Project Coordinator for Valley View Schools. Italy Wallace is an instructional technology coach for Lincolnshire School District 103.
But our conversation today will focus on their work for ISBE and Teach Plus, where both Italy and Shanice facilitate affinity groups for educators of color. If you've been wondering why we need affinity groups, or how educators benefit from these sometimes unconventional meetings, this conversation will answer those questions and more.
All right, let's start. First, I want to ask you about your own background. Italy Why don't you tell us about your background?
Italy Wallace 0:54
So I grew up in a single parent household, in what most people may refer to as like a low income environment, where you know, the food desert, high tower apartments, gang violence, and just a depleting economic education system. With that being said, my mom worked really, really hard to put my sister and I in a private school. And she, you know, had a lot of pride around being able to do that. She switched us from Pentecostal Baptist to Lutheran to be able to pay for that. And I am forever grateful to her for that. But I also went through most of my elementary years, in a learning environment where no one reflected me. They didn't reflect me as a person of color, they didn't reflect my, you know, socio economic background, they didn't reflect the fact that I came from a single parent. And that was a struggle, my sister and I made up 1% of the students.
Dusty Rhodes 2:07
And you were the only African Americans. Right? Oh, wow.
Italy Wallace 2:12
Yeah. And my mom did it, because she wanted to provide us with a better education that, you know, that was the only option, the good option. But that we definitely weren't reflected in the student body or the... And that was really, really hard. We dealt with a lot of not necessarily racial comments, or different things like that it was more or less, you know, we always were on, you know, the food pantry list, we were always on the free bookbag list. And that really affected the way that I looked at teaching and learning and really influenced me and inspired me to become a teacher. I went to that private school from kindergarten all the way through eighth grade.
And in high school, the student body definitely changed. But the administrative and teaching staff still did not reflect myself a person of color, or even any person of color -- Black, Asian American, nothing. It wasn't until I went to college, and I was a Black studies minor, that I had my first African American teacher. And that was incredible for me to not only see someone in such a high position, as an educator, but to have so much knowledge on being a person of color. I learned more in that class, that one class by this professor, than I had my entire elementary career. So I'm definitely an advocate for affinity groups. And I think that they're important and necessary for everyone.
Dusty Rhodes
Chanice, what's your background?
Chanice Artis
As far as my neighborhood situation is similar to what Italy described. So we grew up in a poor neighborhood. But it was majority Black neighborhood and the school that we attended was right across the street. And so I had Black teachers throughout elementary school. And some of the teachers I feel like I connected with the most who I still remember, after that experience were the Black teachers I had and one male white teacher who was just really influential all my life, and influential on the way that I teach. I would say all of those teachers and so so my experience was different. I did have teachers who are reflective of me.
The Black Culture was obviously important to the school because it was majority Black school. But I never wanted to be a teacher. That wasn't my career path at all. I went to college to be in business. And it was not until I went to a Career Day to talk about a career in business at a middle school, that I actually started to really change my mind and think that education might be for me. And even at that point, I still didn't want to be in a K 12 system, I was thinking maybe I would be a professor or teach at the college level, or something like that. So I never had designs to deal with kids, it wasn't my thing at all.
But somewhere along the way, I was able to see the type of relationship that's what actually changed my mind, I went to a friend's class. And I saw the relationship she had with the students and the way that she cared about them. And the way that she gave them voice and allowed them to be seen and recognized as part of the school classroom, not just kids in a desk. So it was a community definitely in her room. And I felt like that was something that I did not have.
So even though I definitely had a presence of Black teachers in my school and upbringing, I never really felt like a sense of community in a classroom, it was always, this is a teacher, this is a student, I'm going to tell you what to do, and you're going to do it. And that's it. But this was more of a shared responsibility between the students and teachers to make learning happen for everybody in the room, including the teacher. And so that's kind of how I have led my career as an educator it's what drew me into education. And it's why I stayed as long as I did, even though, there were times where I definitely wanted to tap out.
Dusty Rhodes 6:43
So for people who are unfamiliar with this concept, explain what affinity groups are about, what do you offer to educators? And how about Chanice go first?
Chanice Artis 6:57
Okay, so for me, well, I guess in general, the affinity group is a space for like-minded people. And I think people always think of affinity groups as only Black people, or only this group of people. And it can be that, but it's also… the way that my affinity group works in my district is just like-minded people, it is for people of color. But when I say like-minded, I mean, people who have had the same sort of experiences, both positive and negative, who have dealt with the same sort of issues, who have had to sort of navigate their careers in the same sort of way. And that is very different when you are a person of color in a white dominated profession, which education is. And so for me, it's just that that space, and that time to allow for people to share this different perspective and this different experience that they have in common from the majority of people in the education career. So it's not meant to be exclusionary by any means. And it's not meant to divide people or anything like that. But it just gives people a space to relate. And to understand each other in the way that someone who hasn't shared that experience would be able to understand.
And so what we call affinity spaces exist on so many other levels, like Girl Scouts could be considered an affinity space, grief groups, or any sort of like mental health groups that are for those people who share that experience are a form of an affinity group. So it doesn't necessarily have to be a racial thing. But I think when people of color want that same sort of space and comfort and protection, then it's seen as a bad thing, and that people are being excluded. Whereas if it was, let's say, a grief group and you haven't experienced grief, you will feel out of place in that situation, and you will not be able to offer as much to that group as someone who's had that experience.
And so that's to me, all an affinity space is a space for people with those shared experiences, a similar mentality, a similar type of conversation to be had to lean on each other.
Dusty Rhodes 9:23
Italy, I mean, just go ahead and explain it. What kind of shared experiences are talked about in an affinity group?
Italy Wallace 9:31
I agree with Chanice, affinity groups are for all teachers. I believe that many times new teachers come to new school environments and just getting acclimated with the way that things are assessed, specific school or even veteran teachers that are going through a team change where some teachers have left and just try to come back together as a group. Because of this, many teachers experience like a cultural fit issue and that is whether you are feeling emotionally distanced from other teachers or colleagues are just separated from the school culture. And I believe that affinity groups offer that social support for teachers that hopefully offset those feelings of isolation and facilitate a new sense of belonging in your teaching profession, which often becomes your home. But that's, you know, the self-care issue that we can talk about in a different episode.
Dusty Rhodes 10:27
I assume that you both already facilitated some group meetings? I don't know. So, do you want to give examples of what you do?
Chanice Artis 10:36
Yeah, i'll go ahead and start. So each of our meetings has had a theme. And it's a one-word theme. And that's kind of how we decided where we're going to go. So one of our meetings was the theme H E. A. L. And so it was really just about taking care of yourself, how you manage what's holding you back, what keeps you, prevents you from taking care of yourself, what has been sort of triggering for you that just really sort of sets you down and stresses you out and makes you need a pause and to take care of yourself, and how do you deal with it.
And so we practiced a little bit of meditation, we talked about some self-care, things, beyond just what happens in our profession, but also, what happens for people outside of that. And so a lot of people talked about health issues that they've had to overcome, because your body starts to break down when your mind is experiencing stress. And so we just kind of honored each other's experiences, and talked about, especially as Black women in the space, or even just women in professions like education, nursing, how we just given give and give and give and give, we don't take the time to replenish. And so we did that in the H.E.A.L. meeting.
Another one of our meetings was about work, and it was about the work that we currently do. And the work that we kind of have to continue to do for our students and the work that the district is trying to do for us. And so it was all about our environment. And you know, how we're making it work, the changes that we're doing, but how everybody in the room has to be a part of that change.
So it really just runs the gamut. We talk about personal issues that are affecting us just as humans, and then issues that affect us as educators.
And we also have fun. We had a social a couple of weeks ago that was just purely for networking -- just coming, talking, eating, and just sharing in each other's company. So it was again just for us.
Dusty Rhodes 12:42
Italy, what are you doing at your, at your affinity group meetings?
Italy Wallace 12:46
So just to give a little bit of background about my specific group, we are a group of teacher leaders of color, which include instructional coaches, specialists, technology coaches, stem coordinators, and we're really in this pseudo leadership role, but still on the teacher contract. So I felt as though we needed a space for us to come together and be able to support each other.
So in my group, which spans all across the northern Chicagoland area, we do everything from working together to hone our leadership skills, whether that's, you know, diving into Brene Brown, one of Brene Brown books, we share professional development opportunities that either we have run across, or we've experienced ourselves that has helped us to meet other, you know, educators of color.
We also work on just growing our craft. I love to give space for the members to lead and teach within even our group, we have an amazing member that has some really great networking skills. And she gave a little presentation on how we can network, and because I'm a technology coach, I share tips for how to work productively with your teachers, whether that is having them, you know, sign up for appointments in order to have you come in and model lessons. So we definitely span the gamut in my group.
And we also do some really fun things. We've gone out for tacos, we plan on doing some axe throwing, which will hopefully help us to get out some of our frustrations. And just really having a space where we can come together and talk about everything that's going on and brainstorm with one another. We really love the activity, a mind group where you come together and you say, Hey, I'm having this problem of practice. And then we all give this individual tips or strategies as to how they can navigate that space. So definitely lots of opportunities for us to grow and learn.
Dusty Rhodes 14:51
So, do affinity groups boost teacher retention, or is that even one of the goals on the table? Italy, you want to start?
Italy Wallace 15:01
Yes, um, I think I struggled with the idea of retaining teachers, in the sense that it's more than just keeping them it's supporting them, it's making sure that we are respecting them for their craft financially. So, I don't know if I would necessarily call it retaining teachers, or if I would, I would label it something else maybe, you know, I don't know, I don't know what I would name it. But I struggle with that, especially with so many educators leaving because I think it's, it's beyond having like-minded individuals are having a space to communicate, because there's more in there.
But in regards to making sure that educators have a space, I think that for decades, the education system has failed to provide a workspace or workforce that simply reflects, you know, diversity in the classroom and in its staff. And, you know, the statistics, in many cases, over half of our students in the public school system, are children of color. And, you know, the educators only make up about 20% of that in the workforce, which is grossly underrepresented. So I think if we are going to truly educate all students, and our students of color, that, you know, they need to have themselves reflected in the staff. And more so than that, because people of color come into education is just low, we need to, you know, educate our non-people-of-color, so that they can do a proper job at educating all students, especially our students of color. So yes, the answer is to, you know, retain teachers.
But I think there is some work that needs to be done in creating a better education system all together, so that we're not relying on African American teachers, or the teachers of color to be the sole representations for our students, or to be the individuals that stand up and be the voice for the advocate. If you're in education, and you plan on working with children, it should be the status quo, that you are an ally, that you are going to do the right thing by children, because you've signed up for this role in this position, and not that you're going to pick and choose who gets a fair education.
Dusty Rhodes 17:35
Wow. Awesome. Chanice?
Chanice Artis 17:39
I think I agree with a lot of what Italy said that it's not the answer to retaining teachers, especially teachers of color. But I think it is one tool that can be used for support. A lot of teachers that have come through our doors, especially new teachers, like right off the bat, it's just hard to be a first-year teacher, it's hard to be a second-year teacher. It’s difficult, because it's new, it's a people profession. And so you only get better the more time that you spend with people. And the more that you can learn how to build and refine those relationships. And so it is very tough.
And then it's also tough when you feel like you're isolated, and you're in a community that doesn't really see you, and recognize the talent that you have. So one thing you said is that affinity groups are new, as an organized thing. Yeah, I think they are new, but for -- I'll just speak for myself and my experience being in a predominantly white building -- they're not new. White teachers get together all the time and talk and they go to each other's houses, and they drink. And we had a group that plays Bunco all the time. And they have that built-in connection like all of us do, because we tend to gravitate to those who are similar to us in some way. And so they've always existed on a social level.
But when you are the only person of color in your building, or maybe, you know, one of three, that community gets a lot smaller. And the time that you have to spend together is a lot less. And so I think being able to have that community -- whether it comes together within your school building, or like our affinity group, it's a district wide group, and we have 21 buildings. And so we have teachers who are maybe one of three teachers of color in their building, come to this space where now you're in a room with 30 other people who can relate to the experience that you've had. And so to have that support, and to be able to have that community, it's almost like what fraternities and sororities do for people is very similar to that.
And so to have that space and to be able to get support, get ideas, get encouragement, get mentoring, whatever those needs that you have that will keep you going to the next day, it's going to matter. And those relationships that you build are going to matter.
A lot of people outside of education stay in jobs that they don't particularly like, because maybe they liked the company, or maybe they liked their coworkers, but that community matters. And so being able to build that through an affinity group, like I said, and like Italy said, it's not the answer, a lot of other things need to come together to retain just teachers in general. Because teaching is a difficult career, sometimes, especially now, the way things have changed so much since the pandemic, but it is a way to form those connections and make those attachments so that people don't find it so easy to step away, they find it a little bit easier to be wrapped into the professional stay.
Dusty Rhodes
Makes a lot of sense.
Chanice Artis
And probably most what you call your urban areas, your big cities, probably have the same thing. And it's that Black teachers are kind of pushed into Black communities. And so then when you get to your suburban communities and your communities that are predominantly white, there's not teachers there. And I've been told, it's a recruiting issue, I've been told that Black teachers just don't apply in this area. And full disclosure, the district that I work in now, I didn't know the town was on the map. I'm in Bolingbrook and Romeoville. And I lived in Chicago, and I had, you couldn't, I couldn't find it on a map. But my uncle just so happened to move to the area. And his wife told me that, you know, they really are looking for substitute teachers, and they're looking for Black teachers, especially because there's such a large population of Black students in that community. I didn't know that. And I wouldn't have known that had, you know, it not been presented to me, it's not something that I sought out.
And so I feel like, if those districts aren't going and seeking intentionally, people of color, then they are going to miss that because it's not always know what we know, or what we look for, to intentionally go into an environment where we are out numbered
Italy Wallace
I work in a very similar school districts, and it just happened upon me due to the role. But I think that a lot of African American or teachers of color just don't have the same access to networking, as Chanice said, if it weren't for her family member that told her about the opportunity, as opposed to other teachers, like teachers that say, Hey, I work in the school district, we have a teacher that's retiring, you should come and work here. So when you don't have the representation in the building to give you the insight, then you, you know, you don't have that insight to be able to make decisions.
And I also think that sometimes we're afraid to go to school districts where we know that we aren't going to be reflected in the student body or the staff, you know, how do we fit in there? How do we, you know, be a contributing part of the learning community? How do we not have to overcompensate while we're in this space? How do we navigate this space? You know, how do we feel safe when we don't know if anyone has our back or if there's any allies. So I think it's a combination of a lot of things not having that networking access is to pull you in and tell you about it, the fear of going to the unknown. And then, you know, knowing that there are specific districts that are specifically recruiting people of color, why even take the chance, when you know that you have a better chance of getting into this district, and your impact is going to be greater because the students reflect you.
Dusty Rhodes 23:52
So even if even if you saw an ad, or or we're at a job fair, and here's a district that says we're hiring, and we really want Black teachers, unless you personally know someone there, you're a little skeptical about what your life would be like if they hired you.
Italy Wallace 24:12
What your life would be like, are they just looking for one? Or they're going to be multiple? Am I the token? Will other people know that I'm the token? What will the treatment be because of that? Absolutely. Learning that you're a “diversity initiative” is the most demeaning thing that can ever happen. And that definitely happened to me in a district. And you believe that you got this job on your own merit, and you're so excited and oh my gosh, they recognize my skills and then to hear that it's like, wow, well, I don't feel safe here anymore.
Chanice Artis 24:43
Yeah, I would agree with that. My director calls it check-quity, that you're just going through and ticking boxes to say that you did. And it's, it's it's harmful, in a way because it ends up being kind of like every building is entitled to have one person to represent this demographic. And if there's more than one, then we might have to move somebody to another building where there are. And just just this idea that it's not about the quality that you bring to the job. It's about checking the box that says I did. Yeah, that's definitely harmful to people in the space. Because then what does that support look like? And are you there because of who you are? or Are you there because you fit the quota, or you fit the checklist -- because then that's when teachers leave. If I'm not being supported, if I'm not here because of the job that I do and what I offer students, I'm just here because you needed a body to fill the chair, well, then I'm not going to stay if I can go somewhere else, where I'll be appreciated for much more than that.
Italy Wallace
When you are that only one, as Chanice was saying like, now I have to be, oh, I have to overcompensate, because you gave me this opportunity. And we want more opportunities. So it's just a lot of stress to be the only one. And to have that on you. And yes, I love that, check-quity, I'm gonna use that Chanice.
Dusty Rhodes 26:10
But I also have heard teachers of color talk about extra work that they have to do to deal with students of color, as in this little boy is misbehaving, I'm going to send them to you, because I don't know… fill in the blank. That you specifically because you're a teacher of color, Does that still happen?
Chanice Artis 26:33
Absolutely. It happens all the time, the building that I was just in, we have a counselor there she was, at first, the only Black counselor on our support team. And it started with the Black girls, it was like you understand them, you talk to them. And then it kind of brought in into all the girls of color. And then it was just any student of color, let this counselor deal with them, because she understands that. So on the one hand, there's a lot of people who want to fight against affinity spaces and say that they are dividing people. But on the other hand, it's the situation that you create for educators, when you expect the educator of color to be the one to relate and build a relationship with students of color, like that, in itself is an affinity group of sorts, right? But it also comes with this extra responsibility that No, I'm not financially compensated for, because I have to do my job for my caseload or my classroom of students. But then I have to be this point person, this safety net for all of these other students that aren't even a part of my caseload.
And absolutely, as educators, we want to do it. Because we want our students to get to their fullest potential to be recognized to get the support that they need. We want our families to not have to face the stereotypes that sometimes come to Black and brown families have how they don't value education, and, you know, insert stereotype here, right? And so of course, we're going to pick up that slack so that our children and our families don't have to endure that. But it's extra, it's a lot extra sometimes, especially when you are the only Black counselor on a seven team support staff. And you're the only Black person there.
Dusty Rhodes 28:26
Example of a fact of life, that everyone in the room understands, when your affinity group meets, that would not be understood by everyone in a different group wouldn't even think about it.
Chanice Artis 28:43
And I think too, it is ignorance, not in a bad way, but in a way that a lack of awareness of that I'm even doing this, right? Because it gets justified as well, you just you are so much better with her or him than I am. And so it's seen as this positive thing that you're kind of giving the kid what they want. But at the same time, it's an extra load. Absolutely.
One of my experiences, surrounds around my school administration, taking students out of my white colleagues classroom and putting it into mine. And me getting up to 27, while that student, while that teacher is still at 22, and still having the same behavior issues within the classroom, which told me, you know, from an outsider looking in, but it wasn't the students in the classroom, that is the, you know, the behavior management issue. And it's really not targeting or fixing the true problem that was occurring in that in that classroom.
And then other things like assuming that because I'm Black, I have the same Black experiences as my students, which in many cases is not correct. And then in one instance asking you to talk to this student, because you know, they really need your, your mother, you know, sense -- but then getting upset with me when the student is waving at me in the hallway, when the student is listening to me when I asked them to behave, or to, you know, have a great day. Or when they went up, when they run out of line to come and hug me. So you're asking me to, you know, have one relationship with them, but you don't want me to have this separate relationship.
And then definitely going back to not being compensated for that additional, you know, work requirement, which goes back to why many teachers and teachers of color are leaving the field, because, you know, we're asked to be the mom, to be the counselor to be the social worker, to be the parent advocate, to be, you know, the food closet, to be, you know, the person that has snacks for the students. So that definitely contributes to, to that as well.
Dusty Rhodes 30:59
Let me ask you, just for people who, you know, have doubts about what an affinity group is, you know, what, are you NOT doing that they think you're doing? Is that a silly question?
Chanice Artis 31:14
It’s not, but I don't… I don't really know, I don't know what they think is happening. I don't know if they think that teachers of color, are going into a room and bashing everybody else. I don't know if they think we're planning the revolution? I don't? I don't know. I honestly don't know.
And I don't think it's necessarily an issue of what they think is going on in the room. It's an issue of why don't I have access, I have access to everything. I can go where I want, when I want. And how dare you say that there's this space, where I am not welcome.
And that is not at all what an affinity space is, it is not a space where anyone is not welcome. But it's a space where you might feel out of place, if that particular purpose of that group does not apply to you. And that's a very different thing. If I don't play basketball, I will feel very out of place on a basketball team. Because I wouldn't even know where to start. Right? And so that doesn't mean that that basketball team is openly trying to exclude me or that they're, you know, talking about me behind my back, or they're planning something that not, you know, supposed to include me or that. But it's just the nature of what it is. That group, that purpose that they've come together for, doesn't apply to me.
And so I could be in that space. If I wanted to, I could suit up and sit on that bench. But then what would I do? And would I feel like my, my time is not valued? Would I feel less valuable in that space, simply because it doesn't apply to my needs or my interest?
Italy Wallace:
I think any time, as Chanice said, that you have a group of people of color, and white people don't have access to it, it would be offensive. You could call them Black Pride, you could call them We Accept All, you could call them All Educators Matter, and it doesn't matter. Because, you know, they don't have access to that group. And what I think people are failing to realize is that – as Chanice mentioned in one of the earlier questions – that affinity groups happen all all the time. You know, when you go out after work, when you are meeting in your little pod in, you know, your classroom and the doors close and you're not inviting people in. But when you take access from a certain demographic of people, they feel as though you're then excluding them, you're then segregating yourself, how can we, you know, be partners in the work?
But if you truly want to be a partner, if you're truly an ally, then you should be for us having this space to be able to commune and fellowship and lift one another up. And then when we're not in this affinity group, or whatever we're gonna call it in the future, then you would be advocating for, you know, more teachers of color to be on staff. You would be advocating for funding to ensure that these affinity groups continued.
So there's definitely space for non people of color to contribute in that ally, you know, range and we have to figure out what that looks like sounds like feels like, but you can't say that the space that we're trying to create for ourselves is anything different than what they do. And as an ally, you should promote us having this space.
Chanice Artis:
I want to add to that too, that everybody is welcome to create their own space. So if any group if male teachers -- because they're definitely In minority,women are predominantly in the education field -- and so if there are a group of male teachers that feel like they need to get together and discuss that, it's an okay affinity space to have. But I, as a woman wouldn't feel like, well, you need to have me in that space. Because again, that purpose is not mine. And so I don't think there's any harm in people who have a similar purpose and a similar experience, coming together to share that with one another, and to lean on each other in that process. And that, that's what it is, to me.
This space has been transformative for me. I've been in education for 20 years, and I am meeting people, like I said, my district at 21 buildings. And I am meeting people and receiving support and kinship with people that I didn't even know were in my district. And they've similarly been here for 15-20 years as well. And we've just never been able to connect. And this space has given us this opportunity to connect and show up for each other and support each other and encourage each other and help each other move forward in our careers in a way that I have not been able to experience in 20 years. And so for me, this has been the most amazing thing.
Italy Wallace:
Even us as facilitators, we have an affinity group within, you know, the organization as well. And we get the opportunity to meet amazing people like Chanice and be on this awesome podcast together. So that has been amazing. So thank you for this opportunity and helping us lift up the many wins of having an affinity group.
Chanice Artis:
Well said, Italy, well said.
Dusty Rhodes 36:40
You've been listening to Italy Wallace and Chanice Artis, two of the affinity group facilitators in Illinois. You can read their bios and learn more about affinity groups at Teach plus.org Or on the ISBE website under learning renewal. If you've enjoyed this podcast, please subscribe on Apple or Spotify and share it with your friends. Thanks for listening