Early Struggles and Solutions: a brief history of teachers unions (1857-1959)
Foundation of the NEA
In 1857 the National Teachers’ Association was founded. This organization would later become the National Education Association. The organization was founded in response to low pay and poor working conditions experienced by teachers (Holcomb, 2006). Although some teachers had organized locally prior to 1857 no national union had been established. In 1857 “The Call” was issued inviting all teachers to organize into a union.
The NEA was founded as a “policy-making organization”. It worked to influence the government’s standards for teachers. It helped create standards for teachers. Although it was an organization focused on policy the NEA also focused on child labor laws and educating freed slaves (Mader, 2012).
After the civil war ended the National Teachers’ Association requested government aid so they could help educate freed slaves. The NTA welcomed minorities into the union from the time it was founded but the union excluded women. In 1866 this changed when women were allowed to join the teachers union.
The NEA was concerned with a child’s right to be educated. The first evidence of this occurred after the civil war when the NEA helped educate freed slaves. The organization was very concerned with the well-being of students. The NEA researched the reservation schools where Native American children were being held in isolation from the rest of the world. The NEA also pushed to have child labor laws put into place so children could have the opportunity to receive an education. Although the NEA often worked towards student and teacher rights some southern affiliates of the NEA worked against the civil rights movement (Pinto). Despite the fact that not all affiliates of the NEA worked for civil rights the NEA overall did work to promote civil rights.
At the beginning of the 1900’s teachers were still severely underpaid and still had poor working conditions. The NEA began to focus on ways it could improve teachers’ salaries, pensions, and tenures. The demands put on teachers grew but their wages did not. Teachers faced many problems in the classroom at this time including illiteracy and an inability to speak English. Eventually schools ran into the problem of teacher shortages. Many left teaching for better jobs with higher wages. The NEA responded by asking the government for higher wages for teachers.
Foundation of AFT
The American Federation of Teachers was founded in 1916 as a part of the American Federation of labor. It was founded when several local groups of teachers organized. The union started in Chicago and initially it expanded rapidly. Despite the initial growth by 1930 union membership had dropped to less than half the membership of 1920. The AFT had different goals than the NEA. It was focused on compensation, pensions, and tenure (Pinto). During the 1920’s the AFT began focusing on tenure. The AFT also worked to prevent discrimination against women (Mader, 2012).
The American Federation of Teachers was founded in 1916 as a part of the American Federation of labor. It was founded when several local groups of teachers organized. The union started in Chicago and initially it expanded rapidly. Despite the initial growth by 1930 union membership had dropped to less than half the membership of 1920. The AFT had different goals than the NEA. It was focused on compensation, pensions, and tenure (Pinto). During the 1920’s the AFT began focusing on tenure. The AFT also worked to prevent discrimination against women (Mader, 2012).
The Great Depression to WWII
The Great Depression played a major role in union contracts. Both the NEA and the AFT were working to prevent low wages from becoming the standard for teachers. At this time the NEA worked to help teachers keep their jobs by advising the United States Government on how to keep schools open. Although the depression negatively affected most jobs by the end of the Great Depression many states had started allowing tenure as a part of union contracts (Holcomb, 2006) .
During World War II the NEA played a major role in schools by encouraging students to help with the war effort. The NEA also fought for the G.I. Bill. The NEA’s support of education continued to the collegiate level. After World War II membership in teachers unions expanded rapidly (AFL-CIO). The reason for the rapid expansion of unions was that salaries were low after World War II. Teachers wanted higher salaries and they were willing to fight for these salaries. Because teachers felt they considered just compensation.
The Great Depression played a major role in union contracts. Both the NEA and the AFT were working to prevent low wages from becoming the standard for teachers. At this time the NEA worked to help teachers keep their jobs by advising the United States Government on how to keep schools open. Although the depression negatively affected most jobs by the end of the Great Depression many states had started allowing tenure as a part of union contracts (Holcomb, 2006) .
During World War II the NEA played a major role in schools by encouraging students to help with the war effort. The NEA also fought for the G.I. Bill. The NEA’s support of education continued to the collegiate level. After World War II membership in teachers unions expanded rapidly (AFL-CIO). The reason for the rapid expansion of unions was that salaries were low after World War II. Teachers wanted higher salaries and they were willing to fight for these salaries. Because teachers felt they considered just compensation.
Brown v. Board of Education
When the Brown v. Board of Education decision was released by the court the NEA and AFT worked to promote desegregation. Both had promoted civil rights prior to the court’s decision. For example in the 1920’s the NEA had helped many African American schools in the south gain accreditation (Holcomb, 2006). Because teachers unions had promoted civil rights in the past was logical for them to continue working for civil rights after the Brown v. Board of education ruling.
When the Brown v. Board of Education decision was released by the court the NEA and AFT worked to promote desegregation. Both had promoted civil rights prior to the court’s decision. For example in the 1920’s the NEA had helped many African American schools in the south gain accreditation (Holcomb, 2006). Because teachers unions had promoted civil rights in the past was logical for them to continue working for civil rights after the Brown v. Board of education ruling.
Later Changes
In 1959 Wisconsin passed the first of many collective bargaining laws around the country. This was a huge turning point for unions because it gave teachers more power than ever before. This trend continued through the 1960’s. During the 1960’s teachers unions expanded rapidly. By the end of this decade teachers unions had made major gains in the areas of tenure and collective bargaining. 1960 was a major turning point for teachers unions. They went from being relatively unimportant organizations to one of the most important factors in public education (Pinto).
In 1959 Wisconsin passed the first of many collective bargaining laws around the country. This was a huge turning point for unions because it gave teachers more power than ever before. This trend continued through the 1960’s. During the 1960’s teachers unions expanded rapidly. By the end of this decade teachers unions had made major gains in the areas of tenure and collective bargaining. 1960 was a major turning point for teachers unions. They went from being relatively unimportant organizations to one of the most important factors in public education (Pinto).
Struggles forming unions and the solution
There were many reasons why creating a powerful union took so long. One reason was that the majority of teachers viewed teaching as a white-collar job (Pinto). They view unions as an entity for those holding blue-collar jobs. Their view on unions not being applicable for their profession prevented teachers from organizing sooner.
Another reason why organizing unions was so difficult is that forming a union puts those involved at risk of losing their jobs or losing benefits. If a union is established and teachers can join without risk then a free rider problem occurs from the beginning. In this situation teachers are able to just wait to join the union until the majority of the work is done. Once the union is established the free rider problem still exists because teachers can receive benefits without contributing to the union. One way of preventing the problem of free riders is to make union membership became mandatory for teachers (Moe, 2011). Although membership in teachers unions is not necessarily mandatory it is often difficult to find and keep a job without membership in the union.
There were many reasons why creating a powerful union took so long. One reason was that the majority of teachers viewed teaching as a white-collar job (Pinto). They view unions as an entity for those holding blue-collar jobs. Their view on unions not being applicable for their profession prevented teachers from organizing sooner.
Another reason why organizing unions was so difficult is that forming a union puts those involved at risk of losing their jobs or losing benefits. If a union is established and teachers can join without risk then a free rider problem occurs from the beginning. In this situation teachers are able to just wait to join the union until the majority of the work is done. Once the union is established the free rider problem still exists because teachers can receive benefits without contributing to the union. One way of preventing the problem of free riders is to make union membership became mandatory for teachers (Moe, 2011). Although membership in teachers unions is not necessarily mandatory it is often difficult to find and keep a job without membership in the union.