Policy: The Absence and Probability of Effective Public Policies for Teacher Diversity

• In Event: AERA Handbook Session 2

Abstract

This chapter seeks to answer two questions: why this nation has failed to authorize and appropriate public policies that address the under-representation of racial/ethnic and linguistically diverse PK-12 teachers; and what changes in this nation’s conscience and policy structures are necessary and viable to move forward. Answers are derived from recent education policy literature and through structured interviews with individuals, who by virtue of their senior level positions in public and private institutions and organizations have been instrumental in the development of these programs and conceivably the means and influence to promote public policy in this area. A key finding is that a strong and sustained effort among advocacy groups and organizations can shift the national policy trajectory forward.

Author

• Mary E. Dilworth, Independent Researcher