The Value of Teacher Diversity: New Ways to Representation

Efforts to improve upon this fact have only been slightly effective. The Center for American Progress reports that teacher diversity has only increased by about 6% from 1987 to 2012. Additionally, despite this growth, there has been a decline in the overall number of African American teachers in urban areas and lower retention rates for all educators of color across the nation.

Studies by AmericanProgress.Org in 2011 show that while 40% of the U.S. student body is composed of students of color, only 17% of the teaching force identify as African American, Asian, Native American, or Hispanic. This state-by-state analysis reveals some staggering facts about the diversity between student and teacher demographics across the U.S. Some of the stand-out numbers come from states like California, with 73% of its study body identifying as nonwhite compared to its 29% nonwhite teaching force. Maryland shows similar numbers, with 55% nonwhite students and 17% nonwhite teachers.

The Secretary of Education, John B. King Jr. argues that a diverse teacher workforce is essential to improving outcomes in the workforce, social communities, and schools. He stresses that it’s important for “all students to see teachers of color in leadership roles in their classrooms and communities.” With only 18% of the teacher workforce identifying as individuals of color, they fail to meet the needs of nearly half of the student body, or 49%, of public elementary and secondary school students who identify as nonwhite, according to King.

According to Phi Delta Kappan, a professional journal for educators, minority teachers have a profound effect on minority student bodies and the stats shown in this research cannot go overlooked. For example, the journal reports that male African American students in grades 3-5 with at least one class taught by an African American student reduces their probability of dropping out of school by 39%. Additionally, minority students are also 29% more likely to pursue a four-year university degree if they have at least one educator of color during those formative years.

Studies have shown that more diverse teaching bodies typically include more effective, active teaching methods in the classroom. Active pedagogy helps students from different backgrounds engage in more robust class discussions and group projects. Additionally, teachers who come from more diverse backgrounds have a better chance of identifying with a larger base of students. In these classroom scenarios, students are more likely to receive instruction that is specifically student-centered and representative of the contributions of both women and people of color in society.

Teachers who can work well with minority students and teach from a culturally competent perspective may have more of a competitive edge in the job market because of their versatility. Teachers who can speak more than one language also have an advantage here for the same reasons. Since the early 1980s, the U.S. Department of Education has acknowledged the importance of strengthening the public education system, in part, by improving education provided to racial and ethnic minorities. Additionally, John B. King Jr. also argues that it is also important for white students to see teachers of color in leadership roles as a way of erasing negative racial stereotypes.

Several academic studies have shown that students with a same-race teacher experienced a boost in academic performance not only in middle schools, but in community colleges, universities, and law schools, too. Additionally, the students with a same-race teacher have statistically had higher test scores, fewer school absences and suspensions. Researchers who conducted case studies in Tennessee reported that students with a same race teacher were 7% more likely to graduate high school, 13% more likely to enroll in college than their peers, and more likely to take the ACT or SAT exam.

The Learning Policy Institute shows that schools who increase their efforts to recruit and retain teachers of color ultimately improve the quality of education their school can offer students. The Institute argues that schools need to hire employees earlier in the school year, partner with local teacher preparation programs, include more teachers of color in the hiring process, and offer more support for minority teachers during their first years on the job. Additionally, schools are more successful at retaining teachers when their principles have clinical training experiences on how to lead, support, and celebrate a diverse staff and student body. Schools also need to set aside funds to be used for developing and strengthening teacher support programs. Schools can also create relationships with colleges and universities in the area to help then more actively recruit talented minority teachers.