ERIC Number: ED484676
Record Type: Non-Journal
Publication Date: 2004
Reference Count: 364
Minority Teacher Recruitment, Development, and Retention
Torres, Judith; Santos, Janet; Peck, Nancy L.; Cortes, Lydia
Northeast and Islands Regional Educational Laboratory LAB
When school systems began to desegregate after Brown v. Board of Education, 80 Per cent of the school population was white and 20 per cent was minority. By 1996, the number of minority students had risen to approximately 35 per cent of the student population, and today it stands at nearly 40 per cent and growing. These students continue to achieve well below white students in most subject areas and at virtually all grade levels (Williams, 1996).Test score results, schooling expenditure rates, dropout statistics, and related data indicate that many minority students are at risk of academic failure. Though quality teaching for diverse student populations depends on many factors, there are too few qualified teachers for diverse student populations and too few teachers with specific training in culturally responsive pedagogies.The Northeast and Islands Regional Educational Laboratory at Brown University (LAB) has prepared this review with the understanding that, while there may be much knowledge in practice about minority teacher recruitment, retention, and development, there is still a need to gather and synthesize promising research in order to enable education practitioners and policymakers to identify the most effective programs and practices that encourage more minorities to choose teaching as a career, develop expertise as teachers, and remain in the profession. In addition, it is intended to provide researchers with provocative questions for further investigation. This report represents the third annual synthesis of research in a series of five proposed to the Institute of Education Sciences at the United States Department of Education. It is intended for a broad audience, including educators, policymakers, and researchers at the national, state, and local levels. Therefore, this review examines studies within a number of research traditions and with a variety of perspectives studies that do not frequently appear in the same bibliography. This approach embodies the belief expressed throughout a great deal of the research (e.g., Milem, in press; and McAllister & Irvine, 2002) that diversity of viewpoints will generate increased knowledge and creative ideas for further research. This knowledge and creativity will subsequently enhance student and teacher learning and enrich the national discourse on the significance of diversity in American public life.
Publication Type: Information Analyses; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Northeast and Islands Regional Educational Lab. at Brown Univ., Providence, RI.