Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates U.S. classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. Based on work the National Association for Multicultural Education is engaged in on this phenomenon, this edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels, and examine how a diverse and high-quality teaching force can be retained and thrive. This book is an essential resource for any educator interested in exploring race within the context of today’s urban schools.

chapter |16 pages


Why a Diverse Teaching Force Must Thrive
ByLa Vonne I. Neal, Christine E. Sleeter, Kevin K. Kumashiro

part |39 pages

Communities of Practice: Supporting Culturally Efficacious Leaders and Teachers

chapter 1|13 pages

A Competing Theory of Change: Critical Teacher Development

ByConra D. Gist, Belinda Bustos Flores, Lorena Claeys

chapter 2|14 pages

Teach Tomorrow in Oakland: History, Teacher Profiles, and Lessons Learned

ByRachelle Rogers-Ard, Kimberly Mayfield Lynch

chapter 3|10 pages

Changing the Field: Teachers of Color Move into Leadership Positions

ByFlynn Ross, Audra M. Watson, Robert W. Simmons

part |40 pages

Teacher Education Programs: The Promise and Possibilities of Preparing a Culturally Diverse Teaching Force

part |53 pages

Recruiting and Retaining Teacher Candidates of Color: University Partnerships With Public Schools

chapter 7|12 pages

Growing Your Own Teachers in Illinois: Promising Practice for Urban and Rural High-Need Schools

ByJeff Bartow, Maureen Gillette, Anne Hallett, Katelyn Johnson, Christina L. Madda, Imelda Salazar, Victor Manuel Valle

chapter 8|15 pages

Pathways2Teaching: Being and Becoming a “Rida”

ByMadhavi Tandon, Margarita Bianco, Shelley Zion

chapter 10|11 pages

Tactics and Strategies for Breaking the Barriers to a Diverse Teaching Force

ByWilliam F. Ellis, Kitty Kelly Epstein

part |46 pages

Diversity Plans, Demographic Trends, and Accreditation in Higher Education

chapter 11|15 pages

Architecting the Change We Want: Applied Critical Race Theory and the Foundations of a Diversity Strategic Plan in a College of Education

ByJoseph E. Flynn, Rebecca D. Hunt, Scott A. Wickman, James Cohen, Connie Fox

chapter 12|16 pages

Diversifying Teacher Education at a Predominantly White Institution: A Public Scholarship Framework

ByJill Ewing Flynn, Deborah Bieler, Hannah Kim, Rosalie Rolón Dow, Lynn Worden, Carol Wong