Recruiting a diverse teaching force in New York City public schools
Abstract
Diversifying the teaching staff in urban school districts has become a national priority because both the U.S. Department of Education and the White House have voiced concern over the lack of diverse teachers and, in particular, Black and Latino males in the profession. Black and Latino students comprise 39.1% of the national public school population and yet Black and Latino teachers comprise slightly over 14% of the national teaching population. Research findings suggest minority teachers serve as role models for both minority and nonminority students, minority students are more effective when taught by a same race teacher, and minority teachers are culturally responsive educators. The New York City Department of Education (NYC DOE) has the "largest number of Black males" and is one of two districts in New York State with the lowest graduation rates for Black male students. The NYC DOE is a majority minority district, which means the majority of the students are from ethnic minorities, but the reverse is true of its teaching force. With a graduation rate of 52% in 2012, the NYC DOE could benefit from exploring the impact of a more diverse teaching force. The goal of this study was to examine the strategies and initiatives used by the NYC DOE to recruit a diverse teaching force.
Subject Area
Educational leadership|Education Policy
Recommended Citation
Waite, Shannon Renee, "Recruiting a diverse teaching force in New York City public schools" (2015). ETD Collection for Fordham University. AAI3683468.
https://research.library.fordham.edu/dissertations/AAI3683468
