Relevant bibliographies by topics / Minority teacher recruitment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Minority teacher recruitment'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Minority teacher recruitment"

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Ingersoll, Richard, Henry May, and Gregory Collins. "Recruitment, employment, retention and the minority teacher shortage." education policy analysis archives 27 (April 8, 2019): 37. http://dx.doi.org/10.14507/epaa.27.3714.

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This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of mino
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Jacullo-Noto, Joann. "Minority Recruitment in Teacher Education." Urban Education 26, no. 2 (1991): 214–30. http://dx.doi.org/10.1177/0042085991026002005.

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Case, Charles W., R. Jerrald Shive, Karen Ingebretson, and Virginia M. Spiegel. "Minority Teacher Education: MINORITIES Recruitment and Retention Methods." Journal of Teacher Education 39, no. 4 (1988): 54–57. http://dx.doi.org/10.1177/002248718803900410.

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Ginsberg, Alice, Marybeth Gasman, and Andrés Castro Samayoa. "The Role of Minority Serving Institutions in Transforming Teacher Education and Diversifying the Teaching Profession: A Literature Review and Research Agenda." Teachers College Record: The Voice of Scholarship in Education 119, no. 10 (2017): 1–31. http://dx.doi.org/10.1177/016146811711901007.

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Background Teacher education programs at Minority Serving Institutions – which include Historically Black Colleges and Universities, Native American and Tribal Colleges, Asian American and Pacific Islander Serving Institutions, and Hispanic Serving Institutions – are an under-researched resource. Purpose Our aim is to provide a foundation and set an agenda for future research on teacher education within the Minority Serving Institution context. Research Design The first part of this paper reviews the literature on the relationship between minority student achievement and teacher education, wit
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Carolyn, Marshall Jackson. "Minority Alternative Certification Candidate Perceptions of Praxis Preparation Workshops." Journal of Education and Social Development 1, no. 2 (2017): 9–14. https://doi.org/10.5281/zenodo.1046884.

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More than 40% of public school students in the U.S. are minorities and that figure is growing (National Center for Education Sciences [NCES], 2017; Niederberger, 2015). However, less than 17% of public school teachers are persons of color (Ingersoll & May, 2011). While African American students make up roughly 17% of public school enrollments, only 8% of the teachers are black with African American male teachers making up less than 2% of the teacher workforce (Hawkins, 2013; Latiker, Washington, Johns, Jackson, & Johnson, 2013; Toldson, 2013.). To address the issues of recruitment, dev
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Piercynski, Mary, Myrna Matranga, and Gary Peltier. "Legislative Appropriation for Minority Teacher Recruitment: Did It Really Matter?" Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 4 (1997): 205–6. http://dx.doi.org/10.1080/00098655.1997.10544198.

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Ashford-Hanserd, Shetay, Omar Lopez, Catherine Cherrstrom, and Brett Lee. "Pathways to Teacher STEM Certification in Texas: A Case for Addressing the Minority Teacher Shortage." Journal of Research in STEM Education 8, no. 2 (2022): 61–78. http://dx.doi.org/10.51355/jstem.2022.116.

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For the United States to remain globally competitive, policymakers, researchers, and administrators emphasize the need for a highly skilled and diverse STEM workforce. As such, the US education system must recruit high-quality, diverse, STEM-certified teachers to improve STEM learning outcomes and career pathways for all students, including historically underrepresented minority students. Increased recruitment and retention of minoritized STEM teachers through alternative certification pathways will dissipate the shortage of qualified STEM teachers. The purpose of this quantitative study was t
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Banerjee, Neena. "Student–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades." Education and Urban Society 51, no. 3 (2017): 395–422. http://dx.doi.org/10.1177/0013124517721948.

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This article investigates the relationship between student–teacher ethno-racial matching and students’ placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher ability groups when assigned to Latino/a teachers. Furthermore, teachers’ perception of students’ learning behavior, a variable that has been linked to teacher–student racial congruence in the literature, has a strong positive effect on ability group p
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Gorard, Stephen, Yiyang Gao, Nadia Siddiqui, and Beng Huat See. "Why are Ethnic Minority Teacher Paid Differently in England: A Preliminary Analysis of the School Workforce Census." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4386–96. http://dx.doi.org/10.47772/ijriss.2024.803318s.

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This paper uses data from the School Workforce Census in England, 2015-2022, to examine differential pay rates for teachers of different ethnic groups. Part of the reason for this is to help understand why ethnic minority teachers are under-represented in the teacher workforce. There are surface differences between the pay of different groups. Black African and Black Caribbean teachers tend to be paid more than average, and Pakistani teachers tend to be paid less. But there are also differences in age, qualifications, region, and phase of education. Taking all of the background and context var
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Stewart, Dorothy K. "Materials on Recruitment and Retention of Minority Teachers and Teacher Education Students in the ERIC Database." Journal of Teacher Education 39, no. 1 (1988): 24–26. http://dx.doi.org/10.1177/002248718803900106.

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Dissertations / Theses on the topic "Minority teacher recruitment"

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Barbra, Sheadric DeMicco. "Georgia school principals' experiences with racial minority teacher recruitment." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/sheadric_d_barbra/barbra_sheadric_d_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 78-82) and appendices.
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Allen, Deborah Miller. "African American Teacher Recruitment: a Case Study in Oregon." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3622.

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The public school teacher population of the United States is predominantly White, while the demographics of P-12 student population continue to grow increasingly diverse. Across the nation, there has been a call for the recruitment and retention of culturally and linguistically diverse teachers. The state of Oregon passed the Oregon Educator Equity Act, originally called the Oregon Minority Teacher Act, in 1991, and with recent renewed attention, the preparation of more culturally and linguistically diverse teachers in the state has gained prominence. Refocused consideration to the lack of div
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Chapman, Brian G. "Minority faculty recruitment in community colleges : Commitment, attitudes, beliefs, and perceptions of chief academic officers /." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008257.

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Morris, Cynthia Ann. "Strategies for recruitment and retention of faculty of color in community colleges /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004345.

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Isaac-Hopton, Deborah Ann. "Ethnic and minority teacher recruitment in selected public schools." Thesis, 2003. http://hdl.handle.net/2152/668.

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Books on the topic "Minority teacher recruitment"

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Kearney, Janet E. Minority teacher recruitment and retention strategies. Eye on Education, 2010.

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M, Garibaldi Antoine, ed. Teacher recruitment and retention: With a special focus on minority teachers. NEA Professional Library, National Education Association, 1989.

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J, Middleton Ernest, and National Conference on the Recruitment and Retention of Minority Students in Teacher Education (5th : 1991 : Lexington, Ky.), eds. Recruitment and retention of minorities in education: The impact of nationwide school reform on the recruitment and retention of minorities : proceedings of the Fifth National Conference, January 13-15, 1991. Center for Professional Development, College of Education, University of Kentucky, 1991.

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J, Middleton Ernest, ed. Recruitment and retention of minorities in education: "the 21st century: a futuristic look at minority recruitment and retention in teacher education programs" ; proceedings of the sixth national confernece, January 12-14, 1992. Center for Professional Development, College of Education, University of Kentucky, 1992.

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National Conference on the Recruitment and Retention of Minority Students in teacher Education (7th 1993 Lexington, Ky.). Recruitment and retention of minorities in education: "the recruitment and retention of minorities in teacher education : performance assessment" ; proceedings of the seventh national conference January 17-19, 1993. Center for Professional Development, College of Education, University of Kentucky, 1993.

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American Association of Colleges for Teacher Education., ed. Minority teacher recruitment and retention: A public policy issue : proceedings and background material of the Wingspread Conference, held on August 5-7, 1987 at the Wingspread Conference Center, Racine, Wisconsin. AACTE, 1988.

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J, Middleton Ernest, Mason Emanuel J, and National Invitational Conference on the Recruitment and Retention of Minority Students in Teacher Education Programs (1987 : Lexington, Ky.), eds. Recruitment and retention of minority students in teacher education: Proceedings of the National Invitational Conference, March 29-April 1, 1987, Lexington, Kentucky. Kendall/Hunt, 1988.

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Association of American Law Schools. Special Committee on Recruitment and Retention of Minority Law Teachers. Report of the AALS Special Committee on Recruitment and Retention of Minority Law Teachers. s.n.], 1988.

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Unit, Ealing (England) Race Equality. Ealing's dilemma: Implementing race equality policies in education : report of the independent inquiry into the recruitment and promotion of ethnic minority teachers in Ealing. London Borough of Ealing Race Equality Unit, 1988.

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Tennessee. Dept. of Education., ed. Report on status of recruitment of minority teachers in Tennessee to the Senate and House Education Sub-Committee: Requested by April 1989 Joint Resolution Number 36 : report. The Dept., 1993.

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Book chapters on the topic "Minority teacher recruitment"

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Bryan, Hazel, and Jayne Price. "The Teacher Shortage in England: Policy Initiatives, Initial Teacher Training and the Early Career Teacher." In Teacher Shortage in International Perspectives: Insights and Responses. Springer Fachmedien Wiesbaden, 2025. https://doi.org/10.1007/978-3-658-45398-5_2.

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Abstract In this chapter we interrogate the multi-faceted and inter-related nature of the teacher supply shortage in England. The chapter firstly sets out the issues that have long hindered teacher recruitment and retention, including Government initiatives designed to counter these phenomena. In this we analyse the problem of shortage in some regions across England, in some subjects and in some age phases (Ovenden-Hope &amp; Passy, 2019), as well as considering issues in relation to Black and minority ethnic teacher shortage, male teacher shortage, working conditions and pay. Secondly, we pre
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Chen, Amy Yun-Ping. "Demographic Imperativeness." In Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0897-7.ch005.

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This chapter examines the demand, struggle, and recruitment of minority teacher candidates in teacher education. The main goals of this chapter are to: 1) survey the impact of teacher demographics on student learning processes and academic achievements; 2) identify the promise and pitfalls of diversifying teacher candidates in preparation programs; and 3) provide a scholarly basis for future developments. The literature review begins with an exploration of demographic profiles in educational environments, especially in relation to culturally and linguistically diverse populations. The discussi
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DeSutter, K. L. "Minority Students in Teacher Education." In Handbook of Research on Teaching and Learning in K-20 Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch029.

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Educating a diverse population in America’s K-12 schools continues to receive attention in the media and professional literature. Consequently, professionals within university teacher preparation programs are making continual attempts to find ways to attract students from diverse backgrounds. Yet, these attempts have not provided the needed solution to diversifying America’s K-12 teaching force. This chapter summarizes current literature regarding the lack of minority students in teacher preparation programs across the United States. The chapter explores both institutional level and societal l
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Hernández-Johnson, Mónica, and Rosemary Q. Flores. "Parent Engagement Through Abriendo Caminos/Opening Pathways." In Research Anthology on Instilling Social Justice in the Classroom. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch033.

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“Abriendo Caminos/Opening Pathways for Students of Color Into the Teaching Profession: Giving Back to the Community Through Teaching,” funded by an educational improvement grant, was designed to address the teacher shortage and demographic diversity gap between students and teachers in a largely urban public school district in the Southwestern United States. The research team at a large, minority-serving public research institution set to address the teacher shortage and diversity gap in three distinct ways—research, recruitment, and registration/retention—with a strong parental engagement com
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Broughton, Anthony. "Developing Servant Leaders in Education." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch007.

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There is scant evidence of minority male recruitment programs that have persisted over a span of 18 years other than the Call Me MISTER program. While the Call Me MISTER program recruits, retains, and prepares minority male teachers at both Historically Black Colleges and Universities (HBCUs) and Historically White Colleges and Universities (HWCUs), the chapter will focus specifically on the cohorts at the four HBCUs in South Carolina. Some retention approaches that will be explored in this chapter include (1) the Call Me MISTER program, (2) academic/co-curricula model, and (3) social/cohort a
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Silver, Whendee L. "Taking the Long View: Growing Up in the Long-Term Ecological Research Program." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0041.

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The Long-Term Ecological Research (LTER) program has shaped me as a scientist by providing a collaborative environment and the opportunity to take a long-term, large-scale perspective in my research. I share this perspective with students by incorporating the principles, questions, and data from such research into my teaching. Working at an LTER site, and one that is based in Puerto Rico, has allowed me to increase the diversity of my laboratory and our graduate program by facilitating the recruitment of women and minority students. Personal experiences with science and data management in the
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Conference papers on the topic "Minority teacher recruitment"

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D’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.13.

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In 2015, students at the University of Cape Town called for the statue of Cecil Rhodes, the 19th century British coloniser, to be removed from their campus. Their clarion call, in this increasingly widespread #RhodesMustFall movement, was that for diversity, inclusion and social justice to become a lived reality in higher education (HE), the curriculum has to be ‘decolonised’. (Chantiluke, et al, 2018; Le Grange, 2016) This was to be done by challenging the longstanding, hegemonic Eurocentric production of knowledge and dominant values by accommodating alternative perspectives, epistemologies
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Reports on the topic "Minority teacher recruitment"

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Ingersoll, Richard, and Henry May. Recruitment, Retention, and the Minority Teacher Shortage. Consortium for Policy Research in Education, 2011. http://dx.doi.org/10.12698/cpre.2011.rr69.

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