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Advanced Hrm Development

Human Resource Development for Racial/Ethnic Diversity: Do School Systems Value Teachers of Color?

Abstract The Problem

The small representation of Teachers of Color in comparison with their White counterparts continues to trouble the teaching profession. Since Teachers of Color often have a vital impact on student engagement and academic outcomes, there is a pressing need to identify policies and practices that increase recruitment and retention.

The Stakeholders

School leaders, policymakers, human resource development professionals and researchers, and reformers can better understand how school systems value (or do not value) Teachers of Color.

Author Biography

Conra D. Gist is an associate professor in the College of Education at the University of Houston and holds a PhD in Urban Education at the City University of New York (CUNY) Graduate Center. Her research agenda integrates two key areas of study–teacher diversity and teacher development–and takes an interdisciplinary approach to explore how culturally responsive pedagogy, critical social theories, and African American history intersect to produce just and transformative teaching and learning possibilities.

The Solution

Given the current state of racial/ethnic teacher diversity in the United States, human resource development scholarship can be informative for addressing teacher retention. The Diversity Intelligence (DQ) and People as Technology (PT) Conceptual Model, as human resource development conceptual tools, are useful for understanding ways to support the academic and professional growth of Teachers of Color. These models are positioned to advance educational leaders’ and human resource professionals’ understandings of the ways in which the education field works to increase the number of Teachers of Color who enter and remain in the profession.