Major Policies for Recruiting and Retaining Teachers of Color and Indigenous Teachers

• In Event: Charting the Landscape of Research on Teachers of Color and Indigenous Teachers

Abstract

Objectives: This study reviews relevant research on factors that influence the recruitment and retention for teachers of color (TOC) and the policies associated with improving these factors.

Framework: Decades of research highlight disparities in access to teacher preparation for potential teaching candidates of color (Sleeter et al., 2014). In addition, high turnover rates undermine efforts to recruit and retain teachers of color (Ingersoll & May, 2011).

Data Sources: Data sources include literature on teacher recruitment and retention trends and strategies and 2015–16 and 2017-18 National Teacher and Principal Survey (NTPS).

Methods: This study uses a mixed methods approach. A systematic literature review was conducted using an exhaustive search technique. Peer-reviewed empirical studies were prioritized, but non-peer reviewed reports from research organizations and government agencies were also included. Analysis of the NTPS included descriptive statistics and regression modeling.

Results: The growing body of research on retaining teachers of color indicates that teacher retention is influenced by access to preservice teacher preparation, early career mentorship, professional development, and supportive school teaching conditions.

Our analysis indicates that alternatively certified teachers are 25% more likely to leave the profession than their traditionally certified counterparts. In 2013, we find a quarter of all TOC had entered teaching through an alternative certification pathway. That is double the share of white teachers who had entered through an alternative certification pathway. Additionally, the cost of preparation and licensure barriers, including standardized exams, contribute to disparate rates of entry through preservice preparation among TOC.

Well-mentored beginning teachers are twice as likely to stay in teaching as those who do not receive mentoring (Ingersoll & Strong, 2011). High quality mentoring programs are beneficial for alternatively certified TOC with inadequate teacher preparation.

Teaching conditions encountered by TOC discourage them from staying at the same school or even staying in the profession. The lack of resources and increased accountability pressures where TOC most often teach likely contributes to their reasons for leaving.

The studies reviewed suggest that state and federal policies can increase access to comprehensive teacher preparation and mentorship so that TOC are well-prepared and efficacious when they enter the classroom. In addition, district, state, and federal funding can be dedicated to supporting targeted leadership development so that school leaders are prepared to create nurturing and supportive environments for TOC.

Scholarly Significance: This study offers a vital contribution to the literature on teacher diversity by highlighting the major contributors to turnover among teachers of color, as well as avenues for addressing these issues. Most of the existing research focuses on one major contributor to turnover. By providing a more comprehensive description of the issue, this study provides the imperative for more comprehensive policy approaches.

Authors

• Desiree Carver-Thomas, Learning Policy Institute
  Presenting Author

• Margarita Bianco, University of Colorado - Denver
  Presenting Author

• Ramon Goings, University of Maryland - Baltimore County
  Presenting Author

• Maria E. Hyler, Learning Policy Institute
  Presenting Author