Empowering Black Education: A Scholar’s Inspiring Vision for a Brighter Future

Name: Dr. Kevin Lawrence Henry, Jr.
Position: Associate Professor, Educational Leadership and Policy Analysis, University of Wisconsin-Madison
Age: 36
Education: B.A. in Political Science from Tulane University; Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison

Dr. Kevin Lawrence Henry, Jr., a newly tenured professor, represents the powerful connection between personal experience and academic scholarship. Growing up in New Orleans, Henry faced the fallout of Hurricane Katrina. He saw how the storm devastated his community and led to the forced removal of many Black teachers, an issue he refers to as one of the largest displacements of Black educators in history.

Initially, he aimed to become a civil rights lawyer. However, during his time at Tulane University, everything changed. While taking education courses, he encountered the work of Dr. Gloria Ladson-Billings. This opened his eyes to the gap between his teacher training and the realities faced by Black students, including himself. This realization guided him toward a path in education rather than law, leading him to “accidentally fall into the academy.”

His journey to Wisconsin was filled with serendipity. While an undergraduate, he applied for a summer research program, writing about culturally relevant pedagogy. Little did he know, Ladson-Billings was at Wisconsin. When he was accepted and became her mentee, it was a perfect match and greatly influenced his decision to pursue a Ph.D. there. He thrived in an environment that encouraged exploration of education policies and racial issues within school reform.

After earning his doctorate in 2016, Henry joined the faculty at the University of Arizona. This experience broadened his understanding of race and the dynamics between Black, Indigenous, and Mexican communities in a border state. His time in Arizona coincided with intense discussions about ethnic studies, exposing him to the real-world implications of educational activism.

Henry returned to Wisconsin in June 2020, during a time of significant social change and while the country was dealing with a pandemic. Now teaching at his alma mater, he’s been welcomed as a colleague. This warm reception allows him to forge his own path while contributing to the university’s scholarly community.

Dr. Ladson-Billings praises Henry’s work. She highlights that after completing his dissertation, he continued to investigate the unfair ways that charter schools are authorized, often sidelining community-based groups. His research also explores the complex intersection of identity, considering how factors like race, sexual orientation, and class affect educational opportunities for students.

Currently, he is working on a Spencer Foundation-funded project that examines the experiences of Black educators in charter schools. This research is crucial as discussions about school choice and the recruitment of Black teachers become more prominent. Henry’s work focuses on retention rates, working conditions, and the necessity for Black teachers to maintain their unique cultural teaching methods. He connects today’s struggles with historical patterns, identifying a recurring cycle of progress followed by pushback, especially regarding anti-Black sentiment.

Henry’s educational experiences shape his understanding of the institutions he studies. He recalls his time at Tulane and describes the divide between the university and the local community, which often only saw the university as a place for low-wage jobs.

He sees our current society as heavily influenced by anti-Blackness and heteropatriarchy. However, he remains hopeful, viewing these challenges as part of a broader historical narrative of struggle and accomplishment.