The task of preparing and supporting new teachers for working with diverse youth has generated widespread interest in induction and mentoring programs (Wang & Odell, 2002). However, much of mentoring in practice falls short of equity- and diversity-focused work. It can be better characterized as "situational adjustment, technical advice, and…

The purpose of this article is to examine how and to what extent schools' responses to accountability policies in the United States influence the ability of new teachers of color to draw on their own and their students' cultural resources to engage in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these…

This book examines both the promise and complexity of diversifying today's teaching profession. Drawing from a 5-year study of 21 new teachers of color working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers confront. They are committed to improving educational opportunities for students of color by acting…

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…

Given calls to diversify the teaching workforce, this review examines research on retention and turnover of teachers of color, focusing on new teachers because they leave at disproportionately high rates. Reviewing 70 studies, the authors found that (a) recent national studies identify turnover rates for teachers of color are now higher than those…