‎"Am I Hired?!" Leadership and Policy in Recruitment of Teachers of Color: ‎A Systematic Integrative Review

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Responding to Upheaval With a Focus on Sustaining Improvement Over Time (Table 9)

Abstract

This study systematically analyzes 813 peer-reviewed papers (2000-2024) on teachers of color ‎recruitment from leadership and policy perspectives. Using bibliometric analysis and ‎qualitative synthesis, we explore: the global focus on equitable recruitment, topical foci of ‎publications, challenges in hiring and retaining teachers of color, and strategies addressing ‎these challenges. Results show most research originates from the U.S. and U.K., emphasizing ‎culturally responsive leadership and supportive policies. Key challenges include structural ‎barriers in recruitment and retention threats such as microaggressions. Recommendations ‎include enhancing culturally responsive leadership, providing targeted professional ‎development, and implementing anti-racist policies. These findings can guide future research, ‎policies, and practices to better support the integration of minority teachers and improve ‎student diversity representation in education systems.‎

Authors

• Khalid Husny Arar, Texas State University

• Eman Abo-Zaed Arar, Texas State University

• Ahmed Tlili, Beijing Normal University

• Lori Schunka, Texas State University