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Retaining Teachers of Color: Major Considerations and Approaches
Sun, April 24, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom DSession Type: Symposium
Abstract
Studies show that policies must focus more effectively on retaining teachers of color to increase and sustain teacher diversity. A growing body of research indicates that increasing the number of teachers of color in the workforce requires building high-retention pathways into the field that offer high-quality preparation and financial supports, ongoing mentorship, and improved teacher licensure, hiring, and teaching conditions. Still, several questions pertaining to recruiting teachers of color remain unanswered. This session introduces a set of studies that build upon prior research to provide greater nuance and depth to the field’s understanding of how teacher retention issues pertain to teachers of color, with studies focused on Native American, Black and Latinx teachers, specifically.
Sub Unit
Chair
Papers
Trends in the Recruitment, Employment, and Retention of Teachers From Underrepresented Racial-Ethnic Groups - Richard Ingersoll, University of Pennsylvania; Henry May, University of Delaware; Gregory J. Collins, Muhlenberg College
The Trajectory of the Invisible Teacher: Latinx Teachers in Search of Professional Belonging - Socorro Herrera, Kansas State University; Kevin G. Murry, Kansas State University; Melissa Ann Holmes, Kansas State University
Perspectives on Black Teachers' Experiences and the Connection to Retention - R. Davis Dixon, Howard University; Ashley Griffin Gilchrist, Bowie State University; Hillary Tackie, The University of Chicago
Sustaining the Circle of Indigenous Teachers From Preparation to Retention - Maria T. Tenorio, Portland State University; Micki M. Caskey, Portland State University; Anna Figueira, Portland State University
High-Retention Pathways Into Teaching - Desiree Carver-Thomas, Learning Policy Institute; Maria E. Hyler, Learning Policy Institute; Linda Darling-Hammond, Learning Policy Institute