A recent report and accompanying brief from the Learning Policy Institute (LPI) considers the experiences of teachers of color as the workforce’s diversity was stagnant at about 20 percent between 2018 to 2021. It also examines strategies to encourage more diversity in the field.
Research has shown that having Black or Latino teachers, for example, can improve school and classroom climates and learning outcomes for all student groups. Adults also benefit as they exhibit “less prejudice when they work and interact with adults of other racial and ethnic backgrounds,” the brief states.
The profession has become more diverse over time. Between 1987–88 and 2017–18, the percentage of teachers of color rose from 13 percent to almost 21 percent. However, efforts around recruitment and retention could be improved. Though teachers of color made up 20 percent of the workforce from 2018 to 2021, “the rate of teachers of color entering the workforce failed to keep pace with the number leaving the profession and the number of white teachers entering,” LPI found.
“To increase the diversity of teachers in the workforce, it is critical to recruit more teachers of color into the profession and retain those who are currently practicing. Not only does teacher turnover undermine growing the proportion of teachers of color in the workforce, but it also exacts significant costs on the schools that are most impacted by high turnover rates,” according to LPI.
Findings
Drawing on nationally representative teacher survey data, LPI determined that while the rate of Latino and Asian American teachers increased in the past 30 years, it declined among Black and Native American teachers. Data also showed that “teachers of color are severely underrepresented in the teacher workforce when compared to the U.S. adult and student populations,” according to the brief.
Lack of access to comprehensive preservice preparation, sustainable teaching conditions, competitive compensation, and mentoring and professional development are factors contributing to a shortage of diverse educators.
“Additionally, teachers of color were more likely to owe substantial college debt and experience high levels of debt-related stress,” the brief states. “Teachers of color were more likely than white teachers to consider leaving their teaching position, and indeed, Black teachers, in particular, left teaching at higher rates than other teachers.”
LPI provides policy recommendations including providing more access to comprehensive preparation; improving teaching conditions in schools that serve students of color and those from low-income backgrounds; increasing teacher compensation, particularly in high-need schools/districts; and improving access to mentoring and induction programs.
“Improving the conditions influencing lackluster teacher diversity trends can improve teaching and learning conditions for teachers and students broadly,” according to LPI. “Federal, state, and district decision-makers will need to invest in the long game to improve access to top-notch preparation programs and improve the school environments where teachers of color teach.”
