Reckoning With the "Other" Pandemic: How Teachers' Unions Responded to Calls for Racial Justice Amidst COVID-19.

This article examines how teachers' unions in the United States responded to calls for racial justice following the murder of George Floyd in 2020, amid the concurrent challenges of the COVID-19 pandemic. Drawing on four waves of semistructured interviews with union leaders from 14 states and 45 school districts, the study identifies three main types of union responses: symbolic actions (such as statements and protests), capacity building (including professional development and community organizing), and systemic change efforts (like curricular reform and bargaining for equity). Responses varied significantly by local context, with unions in urban, suburban, and predominantly Democratic areas more likely to engage in racial justice work, while those in rural, Republican, or less diverse communities often refrained, citing limited resources, member divisions, or political risks. The findings highlight the complex interplay of internal union dynamics, political environment, and historical legacies shaping teachers' unions' roles in advancing racial equity during a period of heightened social and public health crises.