ERIC Number: ED599745
Record Type: Non-Journal
Publication Date: 2019-Oct-31
Pages: 74
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Paving the Way for Latinx Teachers: Recruitment and Preparation to Promote Educator Diversity
Garza, Roxanne
New America
This report adds a significant perspective to the current wave of efforts aimed at diversifying the teacher workforce, specifically to address the mismatch between Latinx students and Latinx teachers. The Latinx population is the largest ethnic group in America's public schools, currently making up a quarter of the student population, and expected to grow to one-third by 2027. Research shows that schools and districts with teachers that reflect the cultural, racial, and/or linguistic backgrounds of Latinx students are better equipped to support them. This report--one of the first focused solely on pathways into teaching for Latinx individuals--explores how Latinx teachers typically enter the profession and the barriers they face along the way. This report profiles three Latinx-focused pathways into teaching that are attempting to reduce those barriers, reflects on key findings, and offers recommendations for policymakers and practitioners.
Descriptors: Hispanic Americans, Teacher Recruitment, Barriers, Diversity (Faculty), Minority Group Teachers, Hispanic American Students, Teacher Student Relationship, Teaching (Occupation), Profiles, Career Choice, Bilingual Teachers, Teacher Education Programs, Internship Programs, English Language Learners, Spanish, English (Second Language), Financial Support, Academic Support Services, Social Support Groups, Alternative Teacher Certification, Elementary Secondary Education
New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: New America
Identifiers - Location: Texas (San Antonio); Illinois (Chicago); Washington
Grant or Contract Numbers: N/A