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Статті в журналах з теми "Minority teacher recruitment"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Post, Linda M., and Henry Woessner. "Developing a Recruitment and Retention Support System for Minority Students in Teacher Education." Journal of Negro Education 56, no. 2 (1987): 203. http://dx.doi.org/10.2307/2295175.

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12

Middleton, Ernest J., Emanuel J. Mason, William E. Stilwell, and William C. Parker. "A Model for Recruitment and Retention of Minority Students in Teacher Preparation Programs." Journal of Teacher Education 39, no. 1 (1988): 14–18. http://dx.doi.org/10.1177/002248718803900104.

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13

Miller, Paul Washington. "‘Tackling’ race inequality in school leadership: Positive actions in BAME teacher progression – evidence from three English schools." Educational Management Administration & Leadership 48, no. 6 (2019): 986–1006. http://dx.doi.org/10.1177/1741143219873098.

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The career progression of teachers of black, Asian and minority ethnic heritage is a matter of much debate and research. Over the past decade, a body of research has confirmed that race discrimination/race inequality is a factor in the progression of teachers of black, Asian and minority ethnic heritage in England. Although it has been argued that ‘Britain is not a racist nation’, it nonetheless has, as described by Phillips in 2016, a ‘…deep sensitivity to…ethnic and cultural difference’. According to Miller, this sensitivity remains at the heart of a ‘deep-rooted and continuing struggle amon

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14

DeAngelis, Karen J., Bradford R. White, and Jennifer B. Presley. "The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB." education policy analysis archives 18 (November 19, 2010): 28. http://dx.doi.org/10.14507/epaa.v18n28.2010.

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A number of recent policy initiatives, including NCLB's highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the level and distribution of teacher qualifications from 2001 to 2006. We find that schools in Chicago, especially those serving the highest percentages of low-income and minority students, experienced the greatest improvements in teacher qualifications d

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15

Shipp, Veronica H. "Factors Influencing the Career Choices of African American Collegians: Implications for Minority Teacher Recruitment." Journal of Negro Education 68, no. 3 (1999): 343. http://dx.doi.org/10.2307/2668106.

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16

Plachowski, Tara J. "Reflections of Preservice Teachers of Color: Implications for the Teacher Demographic Diversity Gap." Education Sciences 9, no. 2 (2019): 144. http://dx.doi.org/10.3390/educsci9020144.

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The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit and explicit ways. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society. This article uses a portion of qualitative interview data from undergraduate Preservice Teachers of Color from a dissertation study completed within a College of Education at a minority-serving public university in the southwestern United States. This

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17

Irizarry, Jason G. "En La Lucha: The Struggles and Triumphs of Latino/a Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 113, no. 12 (2011): 2804–35. http://dx.doi.org/10.1177/016146811111301204.

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Background/Context Several studies have argued that the academic struggles of Latino/a students are connected, at least in part, to the dearth of Latino/a teachers and other school personnel who may be better equipped to meet the needs of this group. Others have suggested that there are significant academic benefits to having a more diverse teaching force. Despite significant population growth among Latinos/as in the United States, the teaching force remains overwhelmingly White, as Latino/a students continue to be underrepresented in institutions of higher education and, more specifically, wi

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18

Allen, Rebecca. "Education Policy." National Institute Economic Review 231 (February 2015): R36—R43. http://dx.doi.org/10.1177/002795011523100105.

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This article summarises the 2010–15 Coalition government's education policy, contrasting their attempts to liberalise education markets with the desire to impose a highly traditional curriculum. The government's quite radical reforms have not been easy to implement, taking place against severe budgetary constraints and a minority Coalition partner with ambitions to improve the educational outcomes of children from low income families. It could be argued that the reforms have been successfully implemented, and there is little prospect of wholesale reversal by any future government. However, the

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19

Ntirenganya, Lucky, and Faustin Mugiraneza. "Role of Teachers Recruitment Process on Students’ Academic Performance in Public Secondary Schools in Rwanda: A Case of Nyamasheke district, Rwanda." International Journal of Management and Development Studies 13, no. 8 (2024): 84–103. http://dx.doi.org/10.53983/ijmds.v13n8.006.

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This research focused on evaluating the impact of teachers' hiring strategies on the academic achievement of students in government secondary schools in Rwanda, specifically in Nyamasheke District. This study was based on human capital theory and theory of teachers' quality. The researcher intended to employ a descriptive research design and correlational research design for data collection. The total number of participants was 180 teachers, 20 education officials and 30 head teachers. These participants were drawn from 30 selected schools across 15 sectors within Nyamasheke District, Rwanda.

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20

Murphy, Patrick, Michael DeArmond, and Kacey Guin. "A National Crisis or Localized Problems? Getting Perspective on the Scope and Scale of the Teacher Shortage." education policy analysis archives 11 (July 31, 2003): 23. http://dx.doi.org/10.14507/epaa.v11n23.2003.

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Despite the considerable attention the popular press has devoted to the question of teacher shortages, there have been surprisingly few attempts to systematically measure the size and nature of the problem. This article attempts to estimate the size and nature of the celebrated teacher shortage of the late 1990s by using data from the U.S. Department of Education’s 1999-00 School and Staffing Survey. While limitations of the SASS data do not allow us to directly estimate the absolute size of the shortage, they do allow us investigate its relative impact. An examination of the data shows that t

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21

Davalos, Laura, and Darin Stockdill. "Educational Equity Issues in Chicago Public School Selective Enrollment Schools." Undergraduate Journal of Service Learning & Community-Based Research 13, no. 1 (2022): 15–32. http://dx.doi.org/10.56421/ujslcbr.v13i1.411.

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On the surface, the Chicago Public Schools (CPS) selective enrollment system seems to provide students with many opportunities and offers students access to a quality education at high-performing schools. Recently, however, both students and teachers have been speaking up about discrimination at these schools. This paper will evaluate the different types of discrimination that students experience within the top five selective enrollment schools and discuss possible solutions to ending discrimination. This paper specifically examines the question: How do students with marginalized identities ac

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22

Achinstein, Betty, and Julia Aguirre. "Cultural Match or Culturally Suspect: How New Teachers of Color Negotiate Sociocultural Challenges in the Classroom." Teachers College Record: The Voice of Scholarship in Education 110, no. 8 (2008): 1505–40. http://dx.doi.org/10.1177/016146810811000802.

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Background The call to recruit and retain teachers of color in urban high-minority schools is based on an assumption of a cultural match with students. Yet new teachers of color may find themselves challenged by students with whom they are supposedly culturally matched. Although past research has examined recruitment, preservice, and veteran experiences of teachers of color, little research investigates the critical novice phase. Purpose The study examines the induction experiences of new teachers of color in urban high-minority schools as they negotiate challenges about cultural identificatio

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23

Fowler, R. Clarke. "Massachusetts Signing Bonus Program for New Teachers." education policy analysis archives 11 (April 22, 2003): 13. http://dx.doi.org/10.14507/epaa.v11n13.2003.

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This article examines the Massachusetts Signing Bonus Program for New Teachers, a nationally prominent program that has recruited and prepared $20,000 bonus recipients to teach after seven weeks' training at the Massachusetts Institute for New Teachers (MINT). Although state officials have trumpeted this initiative as a national model that other states are copying, they announced in November 2002 that they were radically changing it. The changes included halting the state's national recruitment efforts and replacing the seven-week, fast-track training program designed by the New Teacher Projec

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24

Cormier, Christopher J., Derek A. Houston, and LaRon A. Scott. "When Salt Ain’t Enough: A Critical Quantitative Analysis of Special Education and Education Degree Production." Teachers College Record: The Voice of Scholarship in Education 123, no. 10 (2021): 3–30. http://dx.doi.org/10.1177/01614681211059006.

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Background/Context: An ever-growing list of scholars in the United States have highlighted the importance of racially/ethnically diverse teachers. There is evidence suggesting that White teachers, who represent most teachers in the United States, may act to the detriment of the academic and socioemotional outcomes of minoritized students. What has been given limited attention is the degree production within special education (SPED) and education (ED) baccalaureate programs. Purpose/Objective/Research Question/Focus of Study: Using data from the Integrated Postsecondary Education Data System (I

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25

CARRINGTON, BRUCE, ALASTAIR BONNETT, ANOOP NAYAK, et al. "Recruitment of New Teachers from Minority Ethnic Groups." International Studies in Sociology of Education 10, no. 1 (2000): 3–22. http://dx.doi.org/10.1080/09620210000200001.

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26

Spellman, Susan O. "Recruitment of Minority Teachers: Issues, Problems, Facts, Possible Solutions." Journal of Teacher Education 39, no. 4 (1988): 58–63. http://dx.doi.org/10.1177/002248718803900411.

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Carrington, Bruce, Alastair Bonnett, Anoop Nayak, et al. "The Recruitment of New Teachers from Minority Ethnic Groups." International Studies in Sociology of Education 10, no. 1 (2000): 3–22. http://dx.doi.org/10.1080/09620210000200052.

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28

Ford, Donna Y., Tarek C. Grantham, and J. John Harris. "The recruitment and retention of minority teachers in gifted education." Roeper Review 19, no. 4 (1997): 213–20. http://dx.doi.org/10.1080/02783199709553832.

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29

Linderman, Wendy, Nicholas Apostolopoulos, Anand Gopal, et al. "Near-Peer Teaching Outreach Programs to Increase Minority Physician Recruitment." Journal of Academic Ophthalmology 10, no. 01 (2018): e122-e126. http://dx.doi.org/10.1055/s-0038-1667202.

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Problem Health disparities among racial and ethnic groups exist in the United States despite improvements in health status and access to care. These inequalities may be reduced by increasing minority physician recruitment; however, how best to recruit these physicians remains unclear. Approach Near-peer teachers are not professionally trained, but have recently learned material that they themselves teach. Near-peer teaching in minority student outreach programs may be effective in increasing minority physician recruitment. The authors used a near-peer teaching model to promote interest in medi

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30

Roulier, Julia P., and Jaeyun Sung. "What Will It Take to Recruit and Train More Underrepresented Minority Physicians in Family Medicine? A CERA Survey Analysis." Family Medicine 52, no. 9 (2020): 661–64. http://dx.doi.org/10.22454/fammed.2020.453883.

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Background and Objectives: Both the Society of Teachers of Family Medicine (STFM) and the American Academy of Family Physicians have developed strategic plans to increase the training of underrepresented minority in medicine (URMM) family physicians to meet the needs of an increasingly diverse patient population in the United States. This study examines data from the 2017 Council of Academic Family Medicine (CAFM) Educational Research Alliance (CERA) Program Directors (PD12) Survey to assess whether recruitment strategies increase the diversity of underrepresented minority physicians in family

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31

Robinson, Jennifer J., Angela Paccione, and Fred Rodrigue. "A Place Where People Care: A Case Study of Recruitment and Retention of Minority-Group Teachers Special Issue: Partnering for Equity." Equity & Excellence in Education 36, no. 3 (2003): 202–12. http://dx.doi.org/10.1080/714044327.

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Eisner, Nora L., Aja L. Murray, Manuel Eisner, and Denis Ribeaud. "A practical guide to the analysis of non-response and attrition in longitudinal research using a real data example." International Journal of Behavioral Development 43, no. 1 (2018): 24–34. http://dx.doi.org/10.1177/0165025418797004.

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Selective non-participation and attrition pose a ubiquitous threat to the validity of inferences drawn from observational longitudinal studies. We investigate various potential predictors for non-response and attrition of parents as well as young persons at different stages of a multi-informant study. Various phases of renewed consent from parents and young persons allowed for a unique comparison of factors that drive participation. The target sample consisted of 1675 children entering primary school at age seven in 2004. Seven waves of interviews, over the course of 10 years, measured levels

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Math, Alpy, Che Korhoet, and Hak Fary. "The Role of Muslim Youth in Promotion Education in Cambodia." Ri'ayatu Al-Qur'an 6, no. 2 (2024): 34–40. http://dx.doi.org/10.62990/riqu.v6i2.105.

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The Muslim community in Cambodia, generally known as “Cham”, descended from refugees from the ancient Kingdom of Champa who fled central Vietnam 500 years ago. The community has faced two main dramatic periods of persecution. The first began with the end of the Champa kingdom in the 16th century and the Khmer Rouge period lives on in the collective memory of Cambodians from 1975 to 1979, up to 2 million Cambodians were killed, with many more displaced and separated from their families. This study is to describe the situational context of the Cham Muslim minority setting in Cambodia as well as

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Fahmi, Muhammad, Muhammad Adib Nuruzzaman, Masdar Hilmy, et al. "Multicultural Islamic Education as Strategy for Strengthening Social Cohesion in Islamic School." Nazhruna: Jurnal Pendidikan Islam 8, no. 1 (2025): 154–75. https://doi.org/10.31538/nzh.v8i1.67.

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Issues of social cohesion and interfaith tolerance are crucial in the context of diverse societies, including Bali, Indonesia, and Southern Thailand, which have experienced conflicts related to religious and cultural differences. This study aims to explore the role of multicultural Islamic education in strengthening social cohesion at Bali Bina Insani Islamic School (SI-BBI) and Phatnawitya School (PS). Utilizing a qualitative case study approach, this research employs in-depth interviews, participant observation, and documentation with school principals and teachers at both schools as primary

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Deiana, Igor, Stefania Malavolta, and Carla Marulo. "LA A23 SI RACCONTA: UNA VOCE PER CHI INSEGNA NELLA CLASSE DI CONCORSO DI LINGUA ITALIANA PER DISCENTI DI LINGUA STRANIERA." Italiano LinguaDue 13, no. 2 (2022): 1–12. http://dx.doi.org/10.54103/2037-3597/17126.

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Malgrado la creazione della classe di concorso A23 abbia rappresentato un riconoscimento istituzionale per l’italiano L2 nella scuola, sembra che rispetto a quanto atteso ben poco sia cambiato. Infatti, pur essendo gli unici insegnanti della scuola italiana che sulla base di titoli ed esperienza possono essere considerati competenti in italiano L2, le e i docenti A23 costituiscono una piccola minoranza del corpo docente in servizio e sono stati assegnati esclusivamente ai CPIA. Visto che i CPIA sono l’unica scuola in cui al momento le e i docenti A23 lavorano, l’evento A023: un confronto di es

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Razafindrambinina, Patricia, Aditi Dubey, Paul Ellis, Rachel Lamb, and Shantam Ravan. "Boosting Minority Teacher Recruitment and Retention for a Diverse Future STEM Workforce." Intersectional Science Policy 18, no. 04 (2021). http://dx.doi.org/10.38126/jspg180414.

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The United States STEM workforce has yet to reflect the demographics of the larger population. This discrepancy begins at the base of the STEM pipeline with a significant lack of minority STEM K-12 teachers to serve as mentors and role models to minority students. Research has shown that minority students’ exposure to same-race teachers increased academic output and education attainment up to 32%. Unfortunately, minority teachers face a revolving-door effect: the cycle of increased recruitment countered by a high turnover amongst minority teachers compared to their white counterparts. Minority

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Lin Goodwin, A. "Enduring Problems, Rethinking Process, Fulfilling Promises: Reflections on the Continuing Shortage of Teachers of Color." Journal of Teacher Education, March 9, 2023, 002248712311603. http://dx.doi.org/10.1177/00224871231160372.

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Thirty years ago, “Problems, process, and promise: Reflections on a collaborative approach to the solution of the minority teacher shortage” (Goodwin, 1991) offered a perspective on an approach to the minority teacher shortage. That piece represented the start of the author’s life-long work on teacher preparation, with a particular focus on the recruitment and retention of teachers of color in response to growing numbers of students of color juxtaposed against a predominantly white teaching force. Now, several decades later, this article is her opportunity to reflect on those early thoughts, f

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Frühauf, Madita, Johanna Hildebrandt, Theresa Mros, Lysann Zander, Nele McElvany, and Bettina Hannover. "Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning." Social Psychology of Education, June 10, 2023. http://dx.doi.org/10.1007/s11218-023-09793-z.

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AbstractCan immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; Mage = 26.29 years; 75.2% female) and school students' (Study 2; Mage = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs school students in a task while either saying that learning gains differed (stereotype activation) or did not differ (no stereotype activation) bet

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van Ommeren, Rikke, and Irmelin Kjelaas. "Native-speakerism in the Norwegian subject teacher training program." Language Policy, May 30, 2025. https://doi.org/10.1007/s10993-025-09734-w.

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Abstract In this article, we examine the language policy that underlies the training of Norwegian teachers in Norwegian primary and lower secondary schools. Based on a critically oriented document analysis of current policy documents, we consider (1) the language competence required to work as a Norwegian teacher, and (2) what can be inferred from the required language competence about the principles for the recruitment and training of Norwegian teachers. We interpret our findings as an expression of an underlying ideology of native-speakerism in Norwegian teacher training: both in principle a

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Jeria, Jorge, and Gene L. Roth. "Minority Recruitment and Retention Problems and Initiatives in Higher Education: Implication for Technology Teacher Education." Journal of Technology Education 4, no. 1 (1992). http://dx.doi.org/10.21061/jte.v4i1.a.4.

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Yip, Sun Yee, and Yue Xu. "Increasing the diversity of the teaching workforce: a review of minority teacher candidates’ recruitment, retention, and experiences in initial teacher education." Pedagogy, Culture & Society, July 26, 2024, 1–18. http://dx.doi.org/10.1080/14681366.2024.2384492.

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Rivers, Jesse. "Addressing the shortage of African American male teachers in minority-serving school districts with innovative partnerships." School-University Partnerships, December 4, 2023. http://dx.doi.org/10.1108/sup-09-2023-0034.

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PurposeThe paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select

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Arar, Eman Abo‐Zaed, and Ahmed Tlili. "Research on teachers of colour and minoritised teachers in majoritarian education systems: A scoping review of the literature in the last two decades." Review of Education 12, no. 3 (2024). http://dx.doi.org/10.1002/rev3.3488.

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AbstractThe world map is changing due to waves of immigration, population and demographic changes in mainland Europe and North America. There is a growing need for a more diverse teacher workforce to close the racial and ethnic gap between students and teachers in populations with high diversity. The scholarship discussing integration challenges facing teachers of colour and minority teachers in majoritarian education systems has yet to be exhaustively analysed and synthesised. Moreover, the literature remains fragmented despite numerous studies emphasising the significance of supporting teach

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Casale, Carolyn, C. Adrainne Thomas, and Ahlam Alma Bazzi. "Pre-education reflections of online and face-to-face clinical experiences." School-University Partnerships, November 14, 2023. http://dx.doi.org/10.1108/sup-08-2023-0028.

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PurposeThis research study provides insight into students’ perceptions of teaching through virtual and face-to-face clinicals in an introductory education course in a pre-education program at a minority-serving institution.Design/methodology/approachThis study took place at an urban–suburban-centered community college in the Midwestern United States and was reviewed by the higher education institutional review board (IRB). Data were collected from pre-education majors enrolled in a four-hour Introduction to Education with field experiences.FindingsThe findings indicated that both virtual and f

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Gist, Conra D., Travis J. Bristol, and Saili S. Kulkarni. "Research on Teachers of Color and Indigenous Teachers: Developing and fortifying policies that diversify the educator workforce." Education Policy Analysis Archives 32 (September 17, 2024). http://dx.doi.org/10.14507/epaa.32.8826.

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This special issue expands upon the Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022a) and the practitioner-focused Phi Delta Kappan special issue, “Learning from the Voices of Black, Indigenous and People of Color Educators: Charting New Directions for Research, Policy, and Practice” (Gist & Bristol, 2021). The co-created articles in this special issue highlight the combined expertise of policy makers and education researchers. While the Handbook featured empirical research, and the Phi Delta Kappan special issue featured research briefs and teac

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Davis, Susan, Sharne Watkins, Chantelle Haughton, et al. "Re‐imagining a decolonised, anti‐racist curriculum within initial teacher education in a Welsh university." British Educational Research Journal, April 15, 2024. http://dx.doi.org/10.1002/berj.4007.

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AbstractChanges to the Welsh curriculum are becoming apparent. The Williams Report culminated in recommendations for schools and initial teacher education (ITE) on the inclusion and teaching of Black Asian and Minority Ethnic histories in Wales. The subsequent Welsh Government ITE action plan was designed to ensure the pro‐active recruitment of trainee teachers from Black and racially minoritised backgrounds in Wales. As a result of this legislation, a team of ITE lecturers in a school of education in a Welsh university formed a research triad and larger research collective, the idea being tha

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Brice, Alejandro E. "Minority Recruitment and Retention for Universities: Bilingual Special Education Faculty." Multicultural Learning and Teaching 7, no. 1 (2012). http://dx.doi.org/10.1515/2161-2412.1100.

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Recruitment and retention of minority faculty in bilingual special education is a perilous task. Research has shown that minority faculty/teachers are able to provide emotional support, mentor students, serve as role models, create a positive climate, provide diverse views, increase collaboration among faculty and teachers, and work with minorities. This article presents strategies for recruiting and retaining (particularly in developing resiliency) minority bilingual special education university faculty. Faculty in bilingual special education must adapt, recover, and persevere in order to bes

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See, Beng Huat, Stephen Gorard, Yiyang Gao, et al. "Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?" Review of Education 12, no. 3 (2024). http://dx.doi.org/10.1002/rev3.70005.

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AbstractThis paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several countries. The review followed a conventional protocol, beginning with a search of key educational, psychological and sociological databases, followed by intensive screening and weighting the strength of evidence of each included report. Fifty‐one studies relevant to the research question were finally included in the review. There is strong ev

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Bjørkelo, Brita, Hege H. Bye, Mariann S. Leirvik, Marit Egge, and Jaishankar Ganapathy. "Diversity in Education and Organization: From Political Aims to Practice in the Norwegian Police Service." Police Quarterly, December 7, 2020, 109861112097602. http://dx.doi.org/10.1177/1098611120976024.

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Police agencies implement a variety of strategies for recruiting, promoting and retaining police officers with diverse backgrounds. Changes have however been difficult to attain. We expand research on representative bureaucracy by investigating diversity perspectives in a case study of the Norwegian Police Service (NPS). Using mixed-methods we investigate the diversity perspectives of ethnic minority and majority students and employees in the NPS, focusing on the interplay between educational and work experiences, recruitment practices and diversity policies. We found that ethnic minorities we

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