TEACHER DIVERSITY GAP IN THE CONTEXT OF A RURAL SCHOOL DISTRICT: PERCEPTIONS OF THE CURRENT WORKING ENVIRONMENT AND SUPPORT STRATEGIES FROM TEACHERS OF COLOR

Abstract

There has been extensive documentation of the persistent lack of diversity inthe teaching workforce (Brown, 2014; Casey et al., 2016; Ingersoll & May, 2011; Sleeter, 2017; Villegas & Irvine, 2010). Research has shown that having a diverse teaching force is positive for all students (Villegas & Irvine, 2010; Childs, 2019). A diversity gap exists in the District A Public School System. According to the Maryland Public School Enrollment by Race/Ethnicity and Gender and Number of Schools report from the Maryland State Department of Education (MSDE), on September 30, 2018, 70.1% of all K-12 students in DISTRICT A were White, 12.8% were Black, and 6.3% were Hispanic. Another MSDE report (Professional Staff by Assignment, Race/Ethnicity and Gender Report, 2018) on race/ethnicity and gender of school professional staff, District A in October 2018, reported that 92.4% of its teachers were White, 5.3% Black, and 2.4% Other (Asian, Hispanic, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, Two or More Races), according to the (p.14). The difference between the percentage of teachers of color and students of color in that school year was 22.3%. Given the sphere of influence by the researcher, the study focused on ways to retain current teachers of color. The study examined support strategies current teachers of color identified as having a positive impact on their decisions to remain in the District A system. A virtual focus group of 6 current teachers of color in District A was completed. Analysis of this focus group transcription led to the emergence of 6 themes: burnout, isolation, representation, growth, hiring, building relationships and mentoring. The study concludes with a set of recommendations that begin by urging District A to provide additional support for teachers of color. Also, for more immediate short term support strategies, it is recommended that District A inform school leaders of the feelings of burnout felt by current teachers of color. Understanding the extra anxieties and challenges placed on teachers of color and being able to be empathetic towards the feeling of burnout will allow school leaders to provide support strategies in this area