Mitigating Underrepresentation of Global-Majority Teachers Through Organizational Cultural Competence in Teacher Education and Professional Development School Networks

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Exploring and Expanding the Scope of Professional Development Schools

Abstract

In response to calls for more global-majority educators in the teaching force, coordinated efforts to increase organizational and individual cultural competence are critical. This qualitative interview study with three Professional Development School teacher residents was initiated to better identify, understand, and address ways that our research institution (and the faculty, leadership, and programming) could become more culturally competent rather than perpetuating barriers experienced by global-majority candidates. Findings illuminate financial and institutional/bureaucratic barriers at the point of application to teacher certification programs continued disparities of underrepresentation in the teaching force. If we are to transform our organizations, communities, society, and ourselves, we must identify and actively contest ways our organizations perpetuate structural inequalities and fall short of just and equitable representation.

Authors

• Teresa R. Fisher-Ari, Rollins Center for Language and Literacy

• Regina Speights, Georgia State University

• Mina Veazie, Georgia State University

• Haimi Haile, Georgia State University

• Elizabeth Tennies, Georgia State University

• Huan Ngo