"Millennial Teachers of Color" explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately ninety million members and, of these, roughly 43 percent are people of color. This book, edited by prominent teacher educator Mary E. Dilworth, considers the unique qualities, challenges, and opportunities posed by that large population for the teaching field. Noting that a diverse teaching and learning community enhances student achievement, particularly for the underserved and underachieving preK-12 student population, Dilworth argues that efforts to recruit, groom, and retain teachers of color are out-of-date and inadequate. She and the contributors offer fresh looks at these millennials and explore their views of the teaching profession; focus attention on their relation to schools and teaching; and consider how these young teachers feel about teaching for social justice. The book is intended to disrupt the current line of inquiry that suggests by simply increasing the number of teachers of color equity has been established. Readers will gain insights on this unique and valuable group of prospective and practicing preK-12 educators and understanding of the need for more contemporary approaches to recruitment, preparation, hiring, and placement. Following a series foreword (H. Richard Milner, IV), foreword (Lisa Delpit), and an introduction by the editor, chapters include: (1) Stagger Lee: Millennial Teachers' Perspectives, Politics, and Prose (Sarah Ishmael, Adam T. Kuranishi, Genesis A. Chavez, and Lindsay A. Miller); (2) Millennials, Generation Xers, and Boomers--A Demographic Overview (Janice Hamilton Outtz and Marcus J. Coleman); (3) Understanding "Me" Within "Generation Me": The Meaning Perspectives Held Toward and by Millennial Culturally and Linguistically Diverse Teachers (Socorro G. Herrera and Amanda R. Morales); (4) Millennial Teachers of Color and Their Quest for Community (Hollee R. Freeman); (5) Ushering in a New Era of Teacher Activism: Beyond Hashtags, Building Hope (Keith C. Catone and Dulari Tahbildar); (6) Black Preservice Teachers on Race and Racism in the Millennial Era: Considerations for Teacher Education (Keffrelyn D. Brown and Angela M. Ward); (7) Advancing the Practices of Millennial Teachers of Color with the EquityEd Professional Learning Framework (Sabrina Hope King); (8) Removing Barriers to the Recruitment and Retention of Millennial Teachers of Color (Zollie Stevenson, Jr.); and (9) The Double-Edged Sword of Education Policy Trends (Michael Hansen). An index is included.