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The National Center for Education Statistics indicates student racial demographics are increasingly diverse, with over 54% being students of color while the racial demographics of teachers remain homogenous (i.e. 80% White) (NCES, 2023a). This proportion imbalance in racial makeup of teachers and the student population, of over 50 million students (NCES, 2023b) is the impetus for concerted efforts in addressing the recruitment and retention of diverse teachers. Research explains students of color benefit when taught by a teacher of their same race regarding improvement in test scores, reduction in exclusionary discipline, higher teacher expectations and increased engagement (Goldhaber et al, 2015; Villegas & Irvine, 2010). All students benefit from teachers of color through exposure to multiple perspectives, increased civic engagement, improvement in critical thinking skills, problem solving and creativity (Phillips, 2014).
States have autonomy in the development of state-wide education systems. Politics influence policy generation and can be detrimental in some states for marginalized populations. Impediments to increasing diversity in the teaching workforce are related to contentious policies grounded in political ideologies harmful to marginalized populations (i.e., race, social class, gender, LGBTIQ+, immigrant status, dis/ability). Thus, we question: How does research influence state policy for cultural sensitivity in educator preparation?
To understand the issues of policy and its impacts, three theoretical lenses were applied: Critical Race Theory, Culturally Affirming Theory, and cognitive political psychology view of moral politics (Ladson-Billings, 1995; Paris & Alim, 2017; Lakoff, 2016).