The keys to diversifying America’s teaching corps
A new handbook on the subject has just been published by the American Educational Research Association, detailing trends in research, policy and practice. It was written and edited by Conra D. Gist and Travis J. Bristol who wrote the following post. Gist is an Associate Professor of Teaching and Teacher Education in the College of Education at the University of Houston. Bristol is an Associate Professor of Teacher Education and Education Policy in the School of Education at the University of California, Berkeley.
By Conra D Gist and Travis J Bristol
Unless school and political leaders are able to effectively recruit, prepare, and retain teachers of color and indigenous teachers (TOCIT), the country’s rapidly diversifying student population will fall short of its academic potential, jeopardizing the future of the students and the country , researchers say. At least half of the students in US public school classrooms are Black, Indigenous or Colored (BIPOC), while only 19 percent of teachers are, according to federal data. Research shows that the presence of BIPOC teachers in the classroom has a positive impact on student achievement, engagement, and other outcomes, particularly for Black and Indigenous students.
However, there is no easy solution to diversifying the teaching profession. What is needed is a comprehensive, evidence-based approach that addresses the many dimensions of a teacher’s career. Pinning our hopes on a single policy will not solve the pressing problem of the severe demographic mismatch between BIPOC students and their teachers.
Recruiting is useless more BIPOC teachers unless we simultaneously take steps to retain those educators by fixing our leaky teacher development pipeline. Patching the leaks would allow a greater number of prospective teachers to complete their preparatory programs, become fully certified and licensed, and find schools where they would be culturally validated and supported.
Additionally, it is also important to acknowledge the ties that connect and differentiate BIPOC teachers. These teachers share sociopolitical stories that shape how they implement transformative and community-based practices. At the same time, BIPOC teachers embody a complex and varied set of experiences that require uniquely tailored approaches that are so effective prepare them for the job.
The nation will struggle to retain BIPOC teachers unless policymakers and practitioners offer them better entry-level support and improve their working conditions. Otherwise, given the worrying trends in turnover among BIPOC teachers, any gains in racial diversity of new teachers will disappear within a few years.
To gain a better understanding of the challenges associated with increasing racial diversity in teachers and how to overcome them, we led the development of the Handbook of Research on Teachers of Color and Indigenous Teachers, the published by the American Educational Research Association. The handbook summarizes what is known in the field and identifies promising trends in research, policy and practice.
Here are key takeaways for school and policy leaders looking to effectively diversify their teaching workforce.
BIPOC teachers are not a monolithic group.
It is important not to overlook the unique cultural experiences and societal challenges faced by Indigenous, Asian American, Black and Hispanic teachers in training and in training. In the manual, we examine how markers of differences between BIPOC teachers—such as class, nationality, immigrant status, the presence or absence of a disability, and how language use shapes identity—can affect how BIPOC teachers respond to K-12 training take part. Reform efforts that fail to address these differences are likely to be ineffective and undermine efforts to diversify the teaching workforce. To address this issue, educational leaders should implement initiatives such as racial affinity groups and tailored learning communities that address these differences in ways that can improve the teaching and learning experiences of BIPOC educators.
The real-world effects of race and structural racism pose challenges for the academic and professional development of BIPOC teachers.
The manual examines the cultural narratives, institutional practices, disciplinary measures, and interpersonal dynamics that shape the professional lives of BIPOC teachers to reveal the complex web of challenges they typically face. Without facing this scrutiny, the field could continue to cultivate teaching development practices that are dehumanizing for BIPOC teachers. To meet this challenge, it will be critical for teacher prep programs and school district professional development systems to redesign their strategies and processes. This requires evaluating the knowledge systems and experiences of BIPOC educators, recruiting and preparing culturally responsive and supportive teacher educators and school leaders, and addressing inequities in policies and practices from hiring and retention to retirement.
The psychological, social, and emotional experiences of BIPOC educators must be addressed holistically to support their ability to thrive, remain, and be effective as educators.
That Manual Scholars examine the psycho-socio-emotional burdens borne by BIPOC teachers, what can be done to mitigate the impact of educational and occupational inequalities, and what types of structural, institutional, and policy reforms are transforming K-12 education into a healthier work environment can do for them. This is particularly timely given the massive teacher shortages across the country, and requires a commitment to rethink ways in which professional learning for BIPOC teachers can respond to the environment in which those educators work. Some ways that school districts can consciously engage in the holistic development of BIPOC teachers include working with mental health groups and social advocacy groups to support their psychosocioemotional health, funding professional development networks led by BIPOC educators, and combating toxic school cultures and policies that dehumanize BIPOC teachers.
Unique local issues faced by teachers can be addressed by forming targeted, strategic and genuine research-practice partnerships with nearby educational researchers to study the racial/ethno-diversity of teachers.
If we hope to understand and navigate the complex challenges involved in recruiting, preparing, mentoring, supporting and retaining BIPOC teachers, we need to be mindful of the following local Problems they face and we need to develop solutions that meet their specific needs. This requires researchers to work in healthy and sustainable partnerships with local teachers, administrators and other stakeholders to identify and address the most pressing issues facing racially diverse teachers.
Of course, policies need to be supported by infrastructure and policies that fund and implement policies to address the racial and ethnic diversity of educators. Such policies would support high-quality preparatory pathways, tailored recruitment and placement strategies coupled with culturally responsive and equitable mentoring and induction programs, and sustained professional development and leadership opportunities that appeal to talented BIPOC educators.
No single strategy or policy will increase the number of effective BIPOC teachers entering and staying in the profession. The handbook’s research supports a comprehensive approach—one that systematically addresses teacher mentoring, professional development, the design of preparatory programs, teacher recruitment, teacher retention, political influences on teachers, pedagogical and managerial practices, and the influence of institutions that serving minorities. This is a promising place to start a much-needed process of change for the future of the nation.