Human Resource Development for Racial/Ethnic Diversity: Do School Systems Value Teachers of Color?. Issue 3 (August 2018)

• Record Type: Journal Article
• Authors: Gist, Conra D.
• Other Names: Hughes Claretha guest-editor.
• Is Part Of: Advances in developing human resources. Volume 20:Issue 3(2018)
• Page Start: 345
• Page End: 358
• Publication Date: 2018-08
• Subjects: Diversity Intelligence -- Teachers of Color -- teacher diversity -- human resource development -- People as Technology Conceptual Model; Personnel management -- Periodicals; Organizational effectiveness -- Periodicals; Human capital -- Periodicals; 658.30105
• DOI: 10.1177/1523422318778014
• Languages: English
• ISSNs: 1523-4223

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 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. 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.