Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

• Cover
• Halftitle
• Title
• Copyright
• Acknowledgments
• Handbook of Research on Teachers of Color and Indigenous Teachers Section Editors
• Handbook of Research on Teachers of Color and Indigenous Teachers Advisory Board
• Foreword
• OPENING CHAPTERS
  • 1. Handbook Introduction. Charting the Landscape of Research on Teachers of Color and Indigenous Teachers in the United States
  • Conra D. Gist and Travis J. Bristol
  • 2. Executive Summary. A Research Agenda for Strengthening Educator Ethnoracial Diversity in the United States
  • Conra D. Gist
  • 3. A History of Teachers of Color and Indigenous Teachers
  • Elizabeth Todd-Breland
  • 4. The Struggles and Triumphs of Indigenous Teacher Education in Canada and the United States
  • Jo-ann Archibald Q’um Q’um Xiiem and Jeremy Garcia Tuukwa
  • 5. Ethnoracially Diverse Teachers in Europe: A Research Brief
  • Travis J. Bristol and Makaela E. Jones
• Section 1 RECRUITMENT
  • 6. Section Introduction: Recruitment. What We Know and Need to Know About Recruitment
  • Margarita Bianco and Ramon Goings
  • 7. A Teacher Action Research Study on Critical Hope in a Teacher Pipeline Program for Minoritized Youth
  • Van T. Lac
  • 8. Critical Pedagogy in a GYO Program: Identity, Sociopolitical Development, and Transformational Resistance in Latinx Students’ Aspirations to Teach
  • Brian A. Lightfoot and Terrenda C. White
  • 9. “A Place Where People Care” Revisited: A Retrospective and Vision on Recruiting and Retaining Teachers of Color
  • Jennifer J. Robinson and Carolina E. Gonzalez
  • 10. Transnational Feminist Understandings of the Neoliberal Recruitment of International Women Teachers of Color
  • Kimberly Williams Brown, Makini Beck, and Christine Nganga
  • 11. STEM Siren Songs: A Conceptual Framework of the Differential Racialization of Preservice STEM Teachers of Color and Indigenous Teachers
  • Vincent Basile and Ricki Ginsberg
  • 12. Recruiting Teachers of Color in STEM for High-Need Schools: Lessons Learned From the Robert Noyce Teacher Scholarship Program
  • Jamaal Young, Alana Tholen, Nickolaus A. Ortiz, Willie C. Harmon Jr., and Marlon C. James
• Section 2 PROGRAM DESIGN
  • 13. Section Introduction: Program Design. Programmatic Views in Educating Teachers of Color and Indigenous Teachers
  • Thomas Philip and Felicia Moore Mensah
  • 14. The Experiences and Preparation of Teacher Candidates of Color: A Literature Review
  • Laura C. Chávez-Moreno, Ana María Villegas, and Marilyn Cochran-Smith
  • 15. Educating Future Teacher Educators of Color to Talk About Race in Teacher Education
  • Felicia Moore Mensah
  • 16. Students of Color as Architects of Future Designs for Teacher Education and Research
  • Marcelle Haddix and Kimberly Williams Brown
  • 17. Ethnic Studies in Teacher Education: A Transformative Programmatic Approach to Centering the Experiences of Teacher Candidates of Color
  • Darlene Lee and Josephine H. Pham
• Section 3 MINORITY-SERVING INSTITUTIONS
  • 18. Section Introduction: Minority-Serving Institutions. The Role of Historically Black Colleges and Universities, Hispanic-Serving Institutions, Tribal Colleges and Universities, and Asian American– and Native American Pacific Islander–Serving Institutions in the Production of Teachers of Color
  • Leslie T. Fenwick and Chike Akua
  • 19. What’s Under the Hood? Networks, Hierarchy, and Rhythms That Support Preservice Teachers of Color at Minority-Serving Institutions
  • Emery Marc Petchauer and Lynnette Mawhinney
  • 20. Pathways Into the Teaching Profession for African American Science and Mathematics Graduates From Historically Black Colleges and Universities
  • Kimberley Edelin Freeman, Cynthia Winston-Proctor, and Oral B. Grant
  • 21. Toward Recognizing and Leveraging Latinx Teacher Candidates’ Community Cultural Wealth
  • Diane Mendoza Nevárez
  • 22. You Belong Here
  • Govinda Budrow
  • 23. The Role of HSIs in Cultivating a Critical Mass of Latinx Teachers and Teachers of Color: The Case of California
  • Maria Oropeza Fujimoto, Frances Contreras, and Agustin Cervantes
  • 24. Growing and Nurturing Future Latinx Teachers in Two of California’s Hispanic-Serving Institutions
  • Luz Yadira Herrera, Ana K. Soltero López, Patricia D. López, Laura Alamillo, Jana Noel, José Cintrón, Margarita Berta-Ávila, Karina Figueroa-Ramírez, and Dale Allender
  • 25. The Shortage of Asian American Teachers in K–12 Schools: Trends, Patterns, Causes, and Recommendations
  • Xue Lan Rong, Wenyang Sun, and Huanyu Cong
  • 26. E-Communities: How an HBCU Research-Practice Partnership’s Community Cultural Wealth Galvanized Minoritized Students’ Access to STEM Spaces
  • Deena Khalil, Angel Miles Nash, Adrian Wayne Bruce, Joanna Sánchez, and Meredith Kier
• Section 4 HUMAN RESOURCE DEVELOPMENT AND INDUCTION
  • 27. Section Introduction: Human Resource Development and Induction. Human Resources and Induction for Teachers of Color: An Essential Role
  • Francisco A. Rios and Desirée W. Cueto
  • 28. A District’s Dual Needs: Bilingual Teachers Who “Look Like Our Students”
  • Pauline Williams and Elizabeth A. Skinner
  • 29. Is Racial Congruence Between Teachers and Students Enough? Skewed Workplace Compositions and Early Career African American Teachers’ Perceptions of Institutional Culture
  • Erikca Brown
  • 30. Voice and Visibility: Implications of Induction Programming for Teachers of Color in a Rural Mississippi District
  • LaRenda Janee’ Harrison
  • 31. Latinx Teachers: Pláticas and Possibilities
  • María E. Fránquiz and Cinthia S. Salinas
• Section 5 MENTORSHIP
  • 32. Section Introduction: Mentorship. Critical Mentorship: Centering Teachers of Color and Indigenous Teachers’ Experiences and Deconstructing Power Relationships
  • Belinda Bustos Flores, Socorro G. Herrera, and Lorena Claeys
  • 33. What Exists and “What I Need”: In Search of Critical, Empowering, and Race-Conscious Approaches to Mentoring From the Perspective of Latina/o/x Teachers
  • Amanda R. Morales, Pedro Silva Espinoza, and Kristin Bunker Duke
  • 34. EquityMatterz: Leveraging Critical Professional Development and Critical Mentorship to Retain and Sustain Teachers of Color
  • Tonya Walls
  • 35. Transformative Vision and Practices: Preparing Culturally Efficacious Induction Mentors
  • Belinda Bustos Flores and Lorena Claeys
• Section 6 PROFESSIONAL DEVELOPMENT
  • 36. Section Introduction: Professional Development. Professional Development for and by Teachers of Color and Indigenous Teachers
  • Rita Kohli
  • 37. A Critical Race Inquiry Approach to the Professional Development of Elementary School Teachers of Color
  • Wanda Watson and Natalee Kēhaulani Bauer
  • 38. How Black Teachers Use Professional Development to Resist Oppression and Move Toward Liberation
  • Belinda Bellinger and Micia Mosely
  • 39. Beyond the Technical: Critical Professional Development Supporting the Holistic Needs of Teachers of Color
  • Rita Kohli, Rebeca Burciaga, and Marcos Pizarro
  • 40. Centering Indigenous Land Education in Teacher Professional Development
  • Anna Lees, Cynthia Wilson, Renée Swan-Waite, and Dolores Calderón
• Section 7 INTERSECTIONALITY
  • 41. Section Introduction: Intersectionality. Intersectional Cartographies: Tracing the Contours of the Margins
  • Boni Wozolek, Jason G. Irizarry, and Ed Brockenbrough
  • 42. “I Basically Just Walked Out”: Race Talk and the Experiences of Black Women Educators in U.S. Educational Settings
  • Tanja Burkhard, Valerie Kinloch, DaVonna Graham, and Kaye-Ann Yarborough
  • 43. Intersectionally Developing Community and Solidarity Through a Queer Studies in Education Class at an Urban Hispanic-Serving Institution
  • Allison Mattheis, Jose Corado, and Andrew Gutierrez III
  • 44. Dismantling the “Wall of Whiteness”: How Teacher Education Simultaneously Pursues Diversity and Reinscribes Whiteness
  • Grace D. Player and Jason G. Irizarry
  • 45. Engaging Intersectional Praxes: A Catalyst for Critical Collective Vulnerability and Liberatory Learning
  • Farima Pour-Khorshid, Oscar Navarro, Tiffany M. Nyachae, and Josephine H. Pham
  • 46. Marginalized by Intersectionality: Teachers and Scholars of Color Participating in Assemblages of Violence
  • Boni Wozolek
• Section 8 EDUCATIONAL IMPACT
  • 47. Section Introduction: Educational Impact. The Value of Teachers of Color
  • Donald Easton-Brooks, James Martinez, and Jemimah L. Young
  • 48. The Impact of Teachers of Color on School Belonging: A Conceptual Framework
  • Jemimah L. Young and Donald Easton-Brooks
  • 49. Seeing Color: Restorying Contexts and Components of Impactful Teachers of Color
  • Derrick Robinson
  • 50. Defying the Odds: A Critical Duoethnography of Two Female Science Educators of Color
  • Regina L. Suriel and Tonjua B. Freeman
  • 51. Step Into My World: A Pedagogy of Black Male Caring
  • Chrystal S. Johnson and Jennifer Sdunzik
  • 52. Teachers of Color as Our Nation’s Greatest Solvency: Maximizing Our Students’ Potential With Our Influence, Relationality, and a Lens of Care
  • Natalie L. Parker-Holliman and Florentia Spires
• Section 9 PEDAGOGICAL AND LEADERSHIP PRACTICES
  • 53. Section Introduction: Pedagogical and Leadership Practices. The Pedagogical and Leadership Practices of Teachers of Color and Indigenous Teachers
  • Dorinda J. Carter Andrews
  • 54. A Mighty Love: Culture, Community, and Liberatory Practices Among Educators of Color
  • Lasana D. Kazembe
  • 55. When the Messenger Is the Message: Asian American Educators Explore Hybridity, Identity, and History in Elementary Classrooms
  • Noreen Naseem Rodríguez
  • 56. Pushing Against the Curriculum: Exercising Instructional Power as a Teacher of Color to Enact Decolonizing Pedagogy and Equitable Curriculum
  • Tanji Reed Marshall
  • 57. Migration Counterstories: Pedagogies of Possibilities
  • Rosa M. Jimenez
  • 58. Disrupting Deficit Narratives of Chicagoland Barrios: Uplifting Latinx Teacher Testimonios
  • Ramona Alcalá, Joanna V. Maravilla, Yanelet Delgado, and P. Zitlali Morales
  • 59. “You Have to Know Their World”: Somali Teacher Epistemologies in Framing Culturally Responsive School Leadership
  • Nimo M. Abdi, Stefanie Marshall, and Muhammad Khalifa
• Section 10 RETENTION
  • 60. Section Introduction: Retention. Diversifying the Teaching Profession: Issues in Retaining Teachers of Color
  • Desiree Carver-Thomas, Maria E. Hyler, and Linda Darling-Hammond
  • 61. Trends in the Recruitment, Employment, and Retention of Teachers From Underrepresented Racial-Ethnic Groups
  • Richard Ingersoll, Henry May, Gregory Collins, and Tina Fletcher
  • 62. Money Matters: A Review of Incentive Policies for Recruiting and Retaining Teachers of Color
  • Andrene J. Castro
  • 63. The Trajectory of the Invisible Teacher: Latinx Teachers in Search of Professional Belonging
  • Socorro G. Herrera, Kevin G. Murry, and Melissa A. Holmes
  • 64. Sustaining the Circle: Native Teacher Preparation and Retention
  • Maria T. Tenorio, Micki M. Caskey, and Anna Figueira
  • 65. Perspectives of Black Teachers’ Experiences in the Field and the Connection to Retention
  • Ashley R. Griffin, R. Davis Dixon, and Hilary N. Tackie
  • 66. A Subject-Specific Approach to Understanding Black Mathematics Teacher Retention
  • Toya J. Frank, Jenice L. View, Marvin Powell, Christina Lee, Asia Williams, and Jay Bradley
• Section 11 POLICY
  • 67. Section Introduction: Policy. Education Policy and Teachers of Color: History, Critiques, and Future Possibilities
  • Anthony L. Brown and Keffrelyn D. Brown
  • 68. In Search of Black Teachers: The Irony of Recruitment and Hiring Policies Post-Brown
  • Diana D’Amico Pawlewicz, Sonya Douglass, and Andrea Guiden Pittman
  • 69. The Absence and Probability of Effective Public Policies for Teacher Diversity
  • Mary E. Dilworth
  • 70. Policy Risks and Opportunities in Attracting Millennials of Color Into the Teaching Profession
  • Michael Hansen and Diana Quintero
  • 71. “That Test Is Stopping Me From Becoming a Teacher!” Emotions, Teacher Licensure Testing, and Latina/o Teacher Candidates
  • Yukari Takimoto Amos
  • 72. Plugging the Leaks: Washington’s Policy Approach to Strengthening the Latinx Teacher Pipeline
  • Amaya Garcia, Jenny Muñiz and Roxanne Garza
  • 73. Planting Toxic Seeds in Fertile Soil: The Knowledge Acquisition, Achievement, and Behavioral Beliefs Inculcated Into Teach For America Corps Members of Color
  • Amber Kim, T. Jameson Brewer, and Julian Vasquez Heilig
• CLOSING CHAPTERS
  • 74. Handbook Research Agenda. Building the Evidence Base for Educational Equity: A Research Agenda for Strengthening Educator Ethnoracial Diversity in the United States
  • Conra D. Gist
  • 75. Handbook Policy Synthesis. Policies That Teachers of Color and Indigenous Teachers Need to Thrive in the Teaching Profession
  • Jessica Cardichon, Desiree Carver-Thomas, Maria E. Hyler, and Linda Darling-Hammond
• About the Contributors