Research References
Haddix, M. M. (2017). Diversifying teaching and teacher education: Beyond rhetoric
and toward real change.
Journal of Literacy Research, 49(1), 141–149.
https://eric.ed.gov/?id=EJ1130405
From the ERIC abstract: “In this column, the author raises and explores
questions about new teacher diversity initiatives and the call for more teachers of
color. Such questions include, why is there now a heightened awareness and focus on
the need for more teachers of color? How are these new initiatives different than
those that came before? How has the context—politically, socially, and
economically—shifted and evolved to warrant successful teacher diversity reform? Or
has it? The author examines the historical conditions that influence the presence
and lack thereof of teachers of color and the policy reforms that both support and
undercut teacher diversity initiatives.”
Irizarry, J. G. (2007). “Home-growing” teachers of color: Lessons learned from a
town-gown partnership.
Teacher Education Quarterly, 34(4), 87–102.
https://eric.ed.gov/?id=EJ795190
From the ERIC abstract: “Many institutions that prepare teachers profess a
commitment to issues of diversity and educational equity in their mission and
vision statements. However, despite the fact that the enrollment of students of
color in institutions of higher education has increased by 48% over the last ten
years, the racial/ethnic composition of teacher preparation programs has changed
relatively little. Although teacher preparation programs have had a larger pool of
students of color from which to recruit, they have not been successful in
attracting more students of color into the profession through traditional
preservice pathways. If diversifying the teaching force is a goal from which people
of color as well as Whites benefit, then the active recruitment of people of color
into the profession should be part of the work of teacher preparation programs and
district-based teacher recruitment efforts. As such, colleges and schools of
education need to develop new approaches aimed at improving the recruitment,
retention, and preparation of teachers of color. This article explores the
challenges associated with diversifying the teaching force through preservice
teacher education programs and forwards ‘home-growing’—that is, recruiting
individuals to work as educators in the communities in which they were raised and
educated—as one strategy to do so. It highlights Project TEACH, a town-gown
partnership between an institution of higher education and a local community,
examining features of the program that were identified by participants as
influential to their successful transition into the teaching profession.”
Lau, K. F., Dandy, E. B., & Hoffman, L. (2007). The pathways program: A model for
increasing the number of teachers of color.
Teacher Education Quarterly, 34(3), 27–40.
https://eric.ed.gov/?id=EJ795184
From the ERIC abstract: “The Pathways to Teaching Careers Program was a
national recruitment effort started in 1989 to bring teachers of color into the
teaching profession. This effort was instrumental in forging the investment of some
$50 million for a series of grants that included 26 programs in 66 colleges and
universities, located in 43 cities in 26 states. The grant was targeted to produce,
recruit and prepare more than 3,000 teachers, especially minorities, who would
serve more than 100,000 students annually in urban and rural public school systems.
Regional technical assistance for program direction in the southern states was
provided by the Southern Education Foundation, that has a 125-year record for
promoting equity and equality in education. A six-year study yielded a recruitment
goal of 2,593 participants and documented an 81% retention rate. In this article,
we examine the Armstrong Atlantic State University (AASU) Pathways to Teaching
Program. First, we will describe basic features of the program itself, and provide
data on its graduates. Then, we report results of a study investigating factors
underlying its high rate of retention.”
Moyer-Packenham, P. S., Parker, J. L., Kitsantas, A., Bolyard, J. J., & Huie, F.
(2009). Increasing the diversity of teachers in mathematics and science
partnerships.
Journal of Educational Research & Policy Studies, 9(2), 43–72.
https://eric.ed.gov/?id=EJ896283
From the ERIC abstract: “This study examines teacher diversity in a
federally-funded mathematics and science partnership program. Each of the
partnerships in the program provided preservice and/or inservice education for
teachers in mathematics, science, or both. Researchers used qualitative and
quantitative methods to examine the effect of strategies implemented by the
partnerships to influence teacher diversity and the relationship of strategy
implementation to changes in teacher diversity. There were no significant changes
in teacher diversity for the program overall; however, there were significant
changes in individual partnerships. Researchers identified categories of strategies
for increasing teacher diversity among the partnerships and found that some
partnerships employed numerous strategies in a comprehensive manner. While there
were no significant relationships between strategies implemented and changes in
teacher diversity, the findings suggest the potential for relationships to be
revealed with further longitudinal study. Particularly useful among these findings
is the identification of a typology of specific strategies known to influence
changes in the diversity of mathematics and science teachers.”
Sakash, K., & Chou, V. (2007). Increasing the supply of Latino bilingual teachers
for the Chicago Public Schools.
Teacher Education Quarterly, 34(4), 41–52.
https://eric.ed.gov/?id=EJ795186
From the ERIC abstract: “The prevailing situation in which students of color
represent over one-third of school enrollments, yet teachers of color represent
merely one-tenth of the nation’s teacher force, is an important yet rarely
considered factor amidst the constant claims of teacher shortages. Urban and rural
schools struggle with an inadequate supply of teachers, but shortages are more
concentrated in selected fields such as bilingual education and special education.
In urban school districts that are majority children and youth of color, students
have great need for teachers who can be cultural intermediaries to navigate between
school and home cultures. In this article, the authors describe their programmatic
efforts to address the urgent shortage of certified Latino bilingual teachers for
the Chicago Public Schools. They start by setting the Chicago context and
introducing the ‘Pathways’ opportunity, portray their Project 29 Pathways program
in some detail, and close by discussing outcomes and lessons learned.”
Skinner, E. A. (2010). Project “Nueva Generacion” and grow your own teachers:
Transforming schools and teacher education from the inside out.
Teacher Education Quarterly, 37(3), 155–167
https://eric.ed.gov/?id=EJ902714
From the ERIC abstract: “The ongoing quest to more effectively connect
teacher candidates with urban communities and schools drives the examination of the
role of colleges of education within the school/community context. Given that most
community-based teacher education programs originate on campus and then move into
communities, it is not surprising that a disconnect persists between colleges of
education, their students and the communities they strive to serve. In this
article, the author will describe a nine-year old partnership between a teacher
education program and a community-based organization that is a viable and
complementary alternative to campus-based and community-based teacher education
programs. The unique partnership between the Logan Square Neighborhood Association
(LSNA) and the Bilingual Education Program at Chicago State University (CSU)
essentially brought the university to the community at the community-based
organization's request. The collaboration was initially funded as a federal Title
VII grant. Since it began nine years ago, between 60 and 70 neighborhood residents,
many of whom already worked in the community as teacher assistants, school
volunteers, and community leaders, have had the opportunity to attend college and
work toward a bachelor’s degree and teaching credentials. Founded on LSNA’s core
belief that the members of their urban community can and should serve as resources
in schools, Project ‘Nueva Generacion’ (New Generation) is the model for the Grow
Your Own teachers initiative in Illinois. The Grow Your Own teachers initiative
provides funds to consortia consisting of a community based organization, a college
of education, and a school district to recruit and prepare community leaders to
become teachers.”
Staudt, D., Risku, M., & Martinez, E. (2008). Science and Mathematics Alliance for
Recruiting and Retaining Teachers (SMARRT): Addressing the teacher shortage in
at-risk schools.
Australian Journal of Teacher Education, 33(4), 54–66.
https://eric.ed.gov/?id=EJ1069626
From the ERIC abstract: “The Science and Mathematics Alliance for Recruiting
and Retaining Teachers (SMARRT) is a collaborative partnership pursuing aggressive
strategies to recruit high quality minority teachers to teach in high-need schools
in urban school districts. This partnership is dedicated to recruiting, preparing,
and retaining high quality teachers with strong academic content knowledge in
science and/or mathematics and a wide repertoire of research-based teaching
practices including ESL strategies. The SMARRT project is designed to allow urban
school districts experiencing severe shortages in mathematics, science and ESL
teachers to create a pipeline of highly qualified teachers by partnering with the
university to recruit, prepare, and retain teachers in high need schools. Insights,
concerns, and implications for teacher education related to the SMARRT project are
addressed.”
Villagómez, A. A., Easton-Brooks, D., Gomez, K., Lubbes, T., & Johnson, K. (2016).
Oregon Teacher Pathway: Responding to national trends.
Equity & Excellence in Education, 49(1), 100–114. Retrieved from
https://www.researchgate.net/publication/299570027_Oregon_Teacher_Pathway_Responding_to_National_Trends
From the abstract: “National population trends demonstrate a shift in the
U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public
schools. However, the teaching landscape has not adjusted to align with student
demographics. Research highlights the academic and social/emotional benefit for
students of color who experience having a teacher of color during their education.
Therefore, it is valuable to consider frameworks for increasing the number of
teachers of color in the educational landscape. Although there are initiatives for
supporting these efforts in urban communities, rural communities often are not seen
as having much need in this area. The authors of this article present literature
and findings on the impact and needs for diversifying teacher education, and then
outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes
into consideration promising practices for recruiting and supporting preservice
teachers of color in rural eastern Oregon and other rural and urban communities.”
Villegas, A. M., & Lucas, T. F. (2004). Diversifying the teacher workforce: A
retrospective and prospective analysis.
Yearbook of the National Society for the Study of Education, 103(1), 70–104.
Retrieved from
https://tiptiktak.com/diversifying-the-teacher-workforce-a-retrospective-and-prospective-analysis.html
From the introduction: “In this chapter, we argue that increasing the
racial/ethnic diversity of the teacher workforce should be a key component of any
system that aims to supply schools with well-prepared teachers for all students. We
first explain why we think attention and resources should be devoted to increasing
the diversity of the teacher workforce. We then provide a brief account of minority
teacher and student representation in U.S. public schools since 1950, followed by a
discussion of the reasons why the percentage of minorities in the teacher workforce
declined significantly during the 1970s and 1980s. Because, to date, efforts to
diversify the U.S. teaching force have focused largely on strategies for attracting
more people of color into teaching, we devote an entire section to
recruitment-related policy initiatives and program strategies. Following this, we
highlight important issues beyond recruitment: the changes needed in the structures
of colleges and universities—especially predominantly White institutions—to retain
people of color through graduation, completion of teacher education programs, and
attainment of teacher certification; the curricular changes needed in teacher
education programs to adequately prepare candidates of color to teach a diverse
student population well; the concerns raised by the concentration of teachers of
color in urban schools; and the existing barriers to retaining teachers of color,
especially those at the beginning of their teaching careers. We then review the
current situation to gauge the extent of the progress made during the past decade
toward diversifying the teacher workforce. Finally, we discuss the challenges
ahead.”