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Title: 70 Policy Risks and Opportunities in Attracting Millennails of Color Into the Teaching Profession
Citation Type: Book, Section
Publication Year: 2022
ISBN: 9780935302936
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Abstract: The lagging racial and ethnic diversity of the public school teacher workforce is well documented. As of the 2014–2015 school year, students of color in U.S. public schools surpassed 50%, while the teacher workforce one year later consisted of slightly less than 20% teachers of color (McFarland et al., 2018; Snyder et al., 2018). Due to the myriad ways in which students of color benefit from having a diverse teacher workforce, the rapid growth in the share of nonwhite students has created an urgent need for recruiting and retaining teachers of color. For example, empirical evidence suggests that race match between teachers and students improves math and reading scores, especially for low-performing students (Egalite et al., 2015). Similarly, Black students are less likely than white students to be placed in gifted programs when taught by a non-Black teacher (Grissom & Redding, 2016), and Black boys are more likely to receive exclusionary discipline when taught by a non-Black teacher (Lindsay & Hart, 2017). More recent evidence showed that Black students who were exposed to a Black teacher during their early elementary grades are 7% more likely to graduate from high school and 13% more likely to enroll in college (Gershenson et al., 2018). Although there is scant evidence on the relationship between Hispanic teachers and Hispanic student outcomes, a recent study found that Hispanic students who were exposed to Hispanic math and science teachers in middle and high school were more likely to enroll in STEM courses during college (Sass, 2015). In short, the extant evidence suggests that low racial diversity among the teacher workforce has a number of adverse consequences for students of color (Goldhaber et al., 2019) and schools could better serve their students with a more representative teacher workforce
Url: https://www.torrossa.com/en/resources/an/5368445#page=1004
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Authors: Hanson, Michael; Quintero, Diana
Editors: Bristol, Travis J.; Gist, Conra D.
Pages: 981-998
Volume Title: Handbook of Research on Teachers of Color and Indigenous Teachers
Publisher: Casemate
Publisher Location: Havertown, Pennsylvania
Volume: 1
Edition: 1
Data Collections: IPUMS USA
Topics: Education, Race and Ethnicity
Countries: