Próximo(s)

Políticas e práticas para recrutar e reter professores de cor

Autores

DOI:

https://doi.org/10.14507/epaa.32.8123

Palavras-chave:

diversidade docente, recrutamento, retenção, políticas e práticas

Resumo

Apesar do crescente interesse e investimento na construção de uma força de trabalho docente com maior diversidade racial e étnica, o aumento da percentagem de professores de cor a nível nacional estagnou nos últimos anos. Mesmo com mais novos professores de cor entrando na profissão a cada ano, cerca de 80% da força de trabalho docente é branca desde 2015. Esta tendência destaca a necessidade de pesquisadores e formuladores de políticas considerarem o recrutamento e a retenção de professores de cor como algo inter-relacionado. e criticamente importante aumentar a diversidade da força de trabalho docente. Este artigo sintetiza o que sabemos sobre políticas e práticas nacionais, estaduais e locais que apoiam o recrutamento e a retenção de professores de cor: acesso à preparação abrangente de professores, acesso à orientação e condições de ensino favoráveis. O documento também fornece uma série de recomendações políticas que podem melhorar o recrutamento e a retenção de professores de cor com base na literatura.

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Biografia do Autor

Desiree Carver-Thomas, Learning Policy Institute

Desiree Carver-Thomas is a Senior Researcher and Policy Analyst at the Learning Policy Institute where she co-leads LPI’s Educator Quality team and leads the Racial Equity Leadership Network team. Her work focuses on how educator quality, teacher diversity, and leadership development can promote equitable opportunities for teaching and learning.

Margarita Bianco, University of Colorado, Denver

Dr. Margarita Bianco is an associate professor in the School of Education and Human Development at the University of Colorado Denver and founder of Pathways2Teaching [http://www.Pathways2Teaching.com], a nationally recognized program designed to encourage high school students of color to enter the teacher workforce. Dr. Bianco’s research interests include strategies to recruit and retain teachers of color and Grow Your Own (GYO) teacher programs for high school students of color in urban and rural communities.

Ramon Goings, University of Maryland, Baltimore County

Dr. Ramon B. Goings is an associate professor in the Language, Literacy, and Culture doctoral program at the University of Maryland, Baltimore County and founder of Done Dissertation. Dr. Goings' research interests include: gifted/high-achieving Black male student success in PK-20 settings, diversifying the teacher and school leader workforce, and doctoral student success.

Maria Hyler, Learning Policy Institute

Maria E. Hyler serves as the Director of the Learning Policy Institute Washington, DC office. She directs the Educator Preparation Laboratory (EdPrepLab) in partnership with Bank Street Graduate School of Education. EdPrepLab is a center on teacher and leader preparation for deeper learning and equity working to transform educator preparation through the alignment of research, practice, and policy. Hyler previously served as an Assistant Professor of Teacher Preparation and Professional Development in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. She began her career teaching 10th and 11th graders in Belmont, CA, where she achieved National Board Certification in Adolescent Young Adult English Language Arts in 2000.

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Publicado

2024-09-24

Como Citar

Carver-Thomas, D., Bianco, M., Goings, R., & Hyler, M. (2024). Políticas e práticas para recrutar e reter professores de cor. Arquivos Analíticos De Políticas Educativas, 32. https://doi.org/10.14507/epaa.32.8123

Edição

v. 32 (2024)

Seção

Research on Teachers of Color and Indigenous Teachers

Licença

Copyright (c) 2024 Desiree Carver-Thomas, Margarita Bianco, Ramon Goings, Maria Hyler

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.