Racial Diversity Sounds Nice; Systems Transformation? Not So Much

Rogers-Ard, Rachelle; Knaus, Christopher B.; Epstein, Kitty Kelly; Mayfield, Kimberly

doi:10.1177/0042085912454441

Cited by 55 publications

(49 citation statements)

References 34 publications

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“…Many of these initiatives have been designed to recruit minority teachers to teach in schools serving predominantly minority student populations, often in low-income, urban school districts. Some of these initiatives have been designed to recruit male minority teachers, in particular-often considered the group in shortest supply (e.g., Lewis, 2006;Lewis, & Toldson, 2013;Norton, 2005;Rogers-Ard et al 2013). By the later 2000s, over half of the states had minority teacher recruitment policies (Villegas & Irvine, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…The assumption has been that an inadequate initial supply, coupled with barriers to entry, are the main reasons that insufficient numbers of minority teachers are employed. Thus, attention has tended to focus on identifying obstacles to recruiting minority candidates into teaching and, in turn, developing strategies to overcome these obstacles (Albert Shanker Institute, 2015; Villegas & Irvine, 2010;Villegas & Lucas, 2004;Rogers-Ard et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Recruitment, employment, retention and the minority teacher shortage

Ingersoll

May

Collins

2019

EPAA

104

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This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of minority students and the percentage of minority teachers in the US. But the data also show that this gap is not due to a failure to recruit new minority teachers. In the two decades since the late 1980s, the number of minority teachers almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in disadvantaged schools have been very successful. But, these efforts have also been undermined because minority teachers have significantly higher turnover than White teachers and this is strongly tied to poor working conditions in their schools.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Recruitment, employment, retention and the minority teacher shortage

Ingersoll

May

Collins

2019

EPAA

104

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“…students of color (Penfield and Lee 2010;Rogers-Ard et al 2012). Within schools that serve Indigenous students, in particular, Quijada Cerecer (2013) notes, "Policies and rules implemented by the school leadership manifest in a hidden curriculum that seeks to socialize students to embrace and legitimize a universal system of knowledge" (609), while assuming a "superiority of white cultural values and communication styles" (592) within schools.…”

Section: February 2019 205mentioning

confidence: 99%

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Stanton¹

2019

American Journal of Education

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Towns that border American Indian reservations provide important contexts for studying relationships between educational institutions and marginalized communities. This study applies critical discourse methodologies to evaluate policies from districts bordering reservations, districts geographically distant from reservations, and districts located on reservations. Broadly, the study addresses the question, How do school admission policies perpetuate settler-colonialism? Findings reveal bordertown discourse that excludes Indigenous epistemologies, restricts selfdetermination, and defines the function of knowledge and peoples to reinforce Eurocentric power structures. The study offers implications for policy makers, district leaders, and community members working to enhance equity, particularly given increased pressure for school choice expansion. During the westward expansion of the United States, the doctrine of Manifest Destiny sought to justify forced removal of Indigenous peoples from their lands through fortification of Eurocentric ideals surrounding individualism, settlement, and capitalism (Brayboy 2005). 1 For hundreds of diverse Indigenous nations, Manifest Destiny did not advance "expansion"-it signaled a physical and cultural invasion by European and Euro-American settlers and colonists. Within many of today's schools, administrators, school board members, and other "policy insiders" (Bertrand et al. 2015, 3) continue to uphold a form of educational Manifest Destiny through their use of policy discourse that values obedience, individualism, and economic prestige. These settler-colonial definitions of success enact and reinforce institutional racism, which "exists when in-Electronically published

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“…The embedded nature of racism in the US results in racism being a normal aspect of what teachers of color experience (Kohli, 2016). Racism, embedded in the systems and institutions of education, has been identified as a barrier to people of color entering and persisting in the field of education (Brown, 2014;Rogers-Ard, Knaus, Epstein & Mayfield, 2013). In order to add to the understanding of the impact of racism on the experiences of teachers of color, the central question for this study is: How do teachers of color who persist in K-12 classrooms perceive and navigate racism?…”

Section: Research Questionmentioning

confidence: 99%

“…A search of empirical literature directly related to CRT and teachers of color, or the underrepresentation of teachers of color yielded five results (Brown, 2014;Cheruvu, 2014;Kohli, 2014;Lapayese, Aldana & Lara, 2014;Rogers-Ard, Knaus, Epstein & Mayfield, 2013).…”

Section: Use Of Crt In Education By Other Scholarsmentioning

confidence: 99%

Underrepresentation of teachers of color in K-12 classrooms : perceiving and navigating racism

Davis-Vanloo¹

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Teachers of color are persistently underrepresented in K-12 classrooms, relative to student populations. While nearly 50 percent of the national student population consists of students of color, 82 percent of the K-12 teacher workforce is White. This disparity persists despite public and private sponsored efforts at recruiting and retaining teachers of color. Achieving and maintaining a diverse pool of classroom teachers can benefit all students, especially students of color. Data indicate that access to teachers of color improves academic outcomes for students of color. Additionally, a diverse teacher workforce may benefit all students and support movement for educational equity. Racism is an aspect of education that is often absent or minimized in discussions, policies and practices addressing the persistent underrepresentation of teachers of color. This narrative study uses a critical race theory framework, and critical and indigenous methodologies to explore how teachers of color who persist in classroom teaching beyond ten years perceive and navigate racism. The narratives of seven diverse participants yielded individual experiences and overarching themes under two categories of (1) perceptions of racism and (2) strategies for navigating racism. The findings contribute to understanding the lived racialized experiences of teachers of color that may impact recruitment and retention. This study concludes with implications for practice in addressing the underrepresentation of teachers of color in K-12 classrooms, and suggestions for further research. 4 Dedication This doctoral thesis is dedicated to my mother Dorothy Louise Chalk Davis. She did not live to see me make this journey. However, I felt her unlimited love, support, encouragement, and joy in my accomplishment as I completed this project. It is also dedicated to my Great Aunt Annie Mae Lewis who, at 99 years of age, is a model of an independent thinking Black woman. She has been one of my greatest cheerleaders.

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Racial Diversity Sounds Nice; Systems Transformation? Not So Much

Cited by 55 publications

References 34 publications

Recruitment, employment, retention and the minority teacher shortage

Recruitment, employment, retention and the minority teacher shortage

Educational Manifest Destiny: Exclusion, Role Allocation, and Functionalization in Reservation Bordertown District Admission Policies

Underrepresentation of teachers of color in K-12 classrooms : perceiving and navigating racism

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