The Theoretical and Empirical Arguments for Diversifying the Teacher Workforce: A Review of the Evidence

Click to access CEDR%20WP%202015-9.pdf

Concerns about the (lack of) diversity of the U.S. teacher workforce—and, in particular, the mismatch between the demographics of the teacher workforce and the nation’s students—are not new. Indeed, the recruitment of minorities into teaching has long been a policy goal, particularly in districts with large percentages of minority students (Dometrius & Sigelman, 1988; Kirby et al., 1999). As then Secretary of Education Richard Riley put it nearly two decades ago, “Our teachers should look like America” (Riley, 1998, p. 20).

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