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Human resources and induction in public policy: Advancing critical cosmopolitan aims

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DOI:

https://doi.org/10.14507/epaa.32.8290

Keywords:

human resources, induction, minority group teachers, public policy, diversity (cultural) as a value

Abstract

This paper focuses on the role of public policy in human resources and induction programs to increase the number of Teachers of Color and Indigenous Teachers (TOCIT). To that end, we provide an overview of the public policy landscape, followed by an exemplar that provides a vision of possibilities currently being enacted. We end by advancing specific public policy recommendations and their implications.

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Author Biographies

Desiree W. Cueto, University of Arizona

Desirée W. Cueto, PhD is an associate professor at the University of Arizona, in the Department of Teaching, Learning, and Sociocultural Studies. Her research focuses on three main areas: Black perspectives in children’s literature, responses of culturally resilient youth to critical literacy, and the recruitment and retention of BIPOC pre-service teachers. She co-authored Essentials of Children’s Literature and has contributed to journals and publications such as AERA Handbook on Teachers of Color and Indigenous Teachers, Research in the Teaching of English, Journal of Children’s Literature, Journal of Literacy Research, Language Arts, and the ALAN Review.

Amber Ravenell, Teach Plus

Amber Ravenell is the National Research Director at Teach Plus where she leads research projects that elevate teacher voice in Teach Plus regions and nationally. She co-authored reports with Teach Plus and the Tennessee Education Research Alliance on educator diversity, teacher labor markets, and student and teacher mental health.  

Francisco Rios, Western Washington University

Francisco Rios, PhD, is Emeritus Professor and Dean from Western Washington University. He was a Fulbright Fellow (Chile) and former President of the National Association for Multicultural Education. He is co-author with A Longoria of Creating a Home in Schools:  Sustaining Identities for Black, Indigenous, and Teachers of Color (Teachers College Press, 2021) and College Success for Students of Color: A Culturally Empowered Assets-Based Approach (Teachers College Press, 2024), co-authored with J. Bridgeman, A. Jaime, K. Roxas, and C. Russell.

Lindsay Sobel, Teach Plus

As Chief of Policy, Planning & External Affairs, Lindsay Sobel (she/her) manages Teach Plus’ policy, research, and development functions, promotes the organizational expansion efforts, and contributes to the development and implementation of our organizational vision and strategy. She expanded Teach Plus’s policy and partnerships work at the federal level and deepened regional impact, expanding the organization’s work to 12 states.

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Published

2024-09-24

How to Cite

Cueto, D. W., Ravenell, A., Rios, F., & Sobel, L. (2024). Human resources and induction in public policy: Advancing critical cosmopolitan aims. Education Policy Analysis Archives, 32. https://doi.org/10.14507/epaa.32.8290

Issue

Vol. 32 (2024)

Section

Research on Teachers of Color and Indigenous Teachers

License

Copyright (c) 2024 Desiree W. Cueto, Amber Ravenell, Francisco Rios, Lindsay Sobel

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.