Differences in Latent Pathways to Teaching Among Black, Brown, and Indigenous and White Minnesotans

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Teachers' Perspectives on Anti–Critical Race Theory, DEI (Diversity, Equity, and Inclusion), and the Boogeyman (Table 26)

Abstract

This study is part of a larger study focused on racial and ethnic diversity along pathways leading to a teaching career among Minnesota (MN) students. Latent profile analysis was used to characterize high school experiences among all MN students who were in 6th to 9th grade in the 2006-07 school year (n = 266,390). Results indicated three latent profiles of high school experiences which varied widely in terms of how often students in each profile eventually entered teaching. Black, Brown, and Indigenous (BBI) students were over-represented in profiles from which a smaller percentage of students ended up in a teaching position, suggesting their secondary experiences may constrain opportunities for traversing viable pathways to teaching.

Authors

• Chelsea Kaihoi, University of Virginia

• Mengchen Su, University of Minnesota

• Alyssa Parr, University of Minnesota