Building a More Ethnoracially Diverse Teaching Force
Phi Delta Kappan (PDK) recently released a special report about teacher workforce diversity, Building a more ethnoracially diverse teaching force: New directions in research, policy, and practice, guest edited by AACTE members Conra Gist (University of Houston) and Travis Bristol (University of California, Berkeley). The special report highlights the forthcoming Handbook of Research on Teachers of Color (AERA, 2022) by Gist and Bristol, featuring research by Black, Indigenous, and People of Color (BIPOC) educators on developing a more diverse teacher workforce.
The Kappan report provides brief overviews of the 11 domains of inquiry that are explored in greater length in the handbook by Gist and Bristol, along with a wide range of contributors. To bring Teachers of Color, Indigenous Teachers, and other educators into the conversation about how best to diversify the teaching profession, each domain pairs research briefs with teacher-written testimonies. The domains of inquiry include the following:
- Program Design
- Minority-Serving Institutions
- Human Resource Development and Induction
- Professional Development
- Educational Impact
- Pedagogy and Leadership
“Nearly 50 years of research confirms the academic achievement and social benefits that accrue to students of color (and, increasingly white students) when they have a teacher of color,” says AACTE Dean in Residence Leslie T. Fenwick. “Research perspectives in this special issue of PDK — which previews the forthcoming Handbook of Research on Teachers of Color and includes contributions from AACTE member institution scholars — confirms that diversity in the educator workforce is key to achieving our nation’s education equity goals.” Fenwick is a co-author of the minority-serving institutions brief, “What roles do MSIs play in preparing Teachers of Color and Indigenous Teachers?”
Readers can download PDFs of the individual articles or the entire report at kappanonline.org.