Research on teachers of colour and minoritised teachers in majoritarian education systems: A scoping review of the literature in the last two decades

Abstract

The world map is changing due to waves of immigration, population and demographic changes in mainland Europe and North America. There is a growing need for a more diverse teacher workforce to close the racial and ethnic gap between students and teachers in populations with high diversity. The scholarship discussing integration challenges facing teachers of colour and minority teachers in majoritarian education systems has yet to be exhaustively analysed and synthesised. Moreover, the literature remains fragmented despite numerous studies emphasising the significance of supporting teachers of colour and minority teachers to ensure equity and inclusiveness in majoritarian education systems to better represent the student body. This study reviews the literature through a bibliometric analysis of 387 peer‐reviewed papers on this topic published between 2000 and 2024, followed by a synthesis of the top‐cited papers. First, we emphasised the importance of researching the integration of minority teachers and teachers of colour to understand their contribution to students' thriving and the transformation of education systems towards diversity and inclusion. The quantitative analysis is followed by a systematic qualitative synthesis of the top 18 cited papers. The results highlighted that most research on minority teachers and teachers of colour is from the United States and the United Kingdom. They also highlighted the necessity of revisiting curriculums and enhancing relationships with children to raise awareness about issues of systemic racism, cultural responsiveness and deeper inclusion. Recommendations emphasise addressing systemic racism and enhancing cultural responsiveness. These findings can guide future research, policies and practices to support minority teachers' integration and better represent student diversity. Context and implicationsRationale for this studyThe world map is changing due to waves of immigration, population shift, and demographic changes, highlighting the growing need for a more diverse teaching workforce to close the racial and ethnic gaps between students and teachers in highly diverse populations. However, the scholarship discussing the integration challenges faced by teachers of colour and minority teachers in majoritarian education systems remains fragmented and has yet to be exhaustively analysed and synthesised. Therefore, this paper presents a mixed‐methods systematic review of recent international evidence on the integration of minority teachers and teachers of colour in majoritarian education systems worldwide.Why the new findings matterThis research contributes to further insights in the scholarship foci, including identifying several research gaps related to the integration of teachers of colour and minority teachers. Our findings can inform future policies by enhancing understanding of the unique needs and challenges faced by minoritised teachers within various political, social and educational contexts. This knowledge can guide the training, recruitment, mentoring and retention of minority teachers. Additionally, further comparative research on this topic is necessary to enrich knowledge and contribute to diverse models for preparing, recruiting and retaining teachers of colour, thereby enhancing diversity in schools and fostering the success of minority students. Therefore, this study not only enriches our understanding of the current state of research but also sets the stage for future inquiries that could inform more nuanced and effective educational policies and practices worldwide.Implications for educational researchers and policy makersOur research findings offer valuable insights for scholars, policy makers, superintendents and school principals who are committed to conducting future empirical research, systematic reviews or implementing policies for the equitable inclusion of minoritised teachers in majoritarian education systems. These insights aim to promote deep diversity and representation. Key takeaways include: This systematic review identifies a research gap concerning the integration of teachers of colour and minority teachers. Addressing this gap involves understanding their unique needs and challenges within various political, social and educational contexts. There is a need for further comparative research on this topic to enhance knowledge and contribute to developing varied models for preparing, recruiting and retaining teachers of colour, thereby improving diversity in schools and supporting the success of minority students. Future policy design and implementation at both the district and school levels should focus on the training, recruitment, mentoring and retention of minority teachers. This includes identifying positive ecological dynamics at both district and school levels that support the integration of minority teachers and teachers of colour. In today‘s era of digital literacy and artificial intelligence (AI), we recommend researching the applicability, usage and impact of AI programs in enhancing equitable hiring processes. This research should explore how AI can be used to detect early warning signs of exclusion or marginalisation that may contribute to turnover among minority teachers, and how it can facilitate supportive interventions.