A Convenient Rhetoric or Substantial Change of Teacher Racial Diversity? A Text Mining Analysis of Federal, State, and District Documents

Autor/inn/en	Lee, Sing Hui; Keith, Briana N.; Bey, Yasmine; Wang, Yinying; Yang, Xiulong; Li, Xiang; Ji, Shihao
Titel	A Convenient Rhetoric or Substantial Change of Teacher Racial Diversity? A Text Mining Analysis of Federal, State, and District Documents
Quelle	In: Education Policy Analysis Archives, 30 (2022) 78, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yinying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Characteristics; Diversity (Faculty); Race; School Districts; Minority Group Students; Educational Policy; Policy Analysis; State Policy; Teacher Recruitment; Teacher Persistence; African American Students; Hispanic American Students; Asian Americans; Professional Associations; Teacher Student Relationship; Student Diversity; Student Characteristics; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Rasse; Abstammung; School district; Schulbezirk; Politics of education; Bildungspolitik; Politikfeldanalyse; Lehrerrekrutierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien
Abstract	Teacher racial diversity has been widely considered important in education. However, it remains unclear to what extent and how teacher racial diversity has been addressed at the federal, state, and district levels. In this study, we employed text mining to collect and analyze over three million documents at the federal, state, and district levels. We found that while students of color had disproportionately less access to racially diverse teachers, the documents under our analysis insufficiently discussed the recruitment and retention of racially diverse teachers. Our findings also reveal that education agencies at the federal, state, and district levels paid scant attention to recruiting and retaining Hispanic teachers. For the states and districts that discussed the recruitment of racially diverse teachers, they primarily recruited teachers from institutions and organizations that primarily serve people of color, such as Historically Black Colleges and Universities, the Columbia Latino/a Law Student Association, the National Association of Asian American Professionals, and the National Black MBA Association. Given the findings and the projected growth of Black and Hispanic student enrollment in the United States, we provide five policy recommendations for policymakers and leaders to racially diversify the teacher workforce amid shifting student demographics, particularly Hispanic students. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01