The U.S. teaching force lacks diversity, with only 19% identifying as Black, Indigenous, or People of Color (BIPOC), despite BIPOC communities making up half of the child population. The "Handbook of Research on Teachers of Color and Indigenous Teachers" identifies eleven critical areas—including recruitment, mentorship, and policy—where change is needed to support and retain BIPOC educators. Through a coordinated approach, including a proposed National Center for Research on Educator Diversity, the research calls for sustainable efforts to foster a teaching workforce that better reflects and supports the nation’s diverse student body. Read more.
Culturally sustaining pedagogy increases student engagement.
Culturally sustaining pedagogy emphasizes the importance of not just acknowledging but actively sustaining students' cultural backgrounds within the educational environment. By integrating students' cultural identities and practices into the curriculum, educators can increase student engagement and enhance learning outcomes. This approach moves beyond mere cultural responsiveness to empower students, affirm their identities, and promote equity in the classroom. Read more.
Male teachers of color take a lesson from each other.
This article explores the unique challenges Black male teachers face in U.S. schools, where they often encounter isolation, stereotypes, and pressure to act primarily as disciplinarians. To counter these issues, initiatives like the Boston Teacher Residency Male Educators of Color Network provide support by creating spaces for these teachers to share experiences, develop strategies for navigating school environments, and focus on fostering equitable learning for all students, especially those from working-class communities. Read more.
Professional development for male teachers of color.
While students of color became the majority in U.S. public schools in 2014, male teachers of color remain significantly underrepresented, with Latino men at 2%, Black men at less than 2%, and Asian men at just 0.5% of all teachers. This article discusses a project—the Boston Teacher Residency Male Teachers of Color Network—designed to support these educators by addressing their unique social-emotional needs and helping them build skills to enhance learning for culturally diverse students. Read more.
Teachable moments and academic rigor: A mini-unit.
The article highlights the role of classrooms as spaces to address critical social issues, like the violence and inequality underscored by events in Ferguson and Baltimore. A four-day mini-unit was developed to help students engage deeply with primary documents related to these incidents—grand jury testimonies, eyewitness accounts, and journal entries—to foster high-level thinking and critical consciousness. The goal is to equip students with the skills to analyze complex issues around race and class, encouraging them to become thoughtful, responsible citizens engaged in social realities. Read more.
Response: The teachers of color disappearance crisis.
The article addresses the shortage and decline of teachers of color in U.S. schools, highlighting the potential benefits of a more diverse teaching force. Experts argue that while simply increasing numbers won’t close achievement gaps, the presence of Black and other teachers of color can significantly impact student engagement and persistence. The perspectives shared emphasize that diverse educators often provide culturally relevant support that goes beyond test scores, nurturing resilience and identity among students of color and helping them navigate challenges within educational and professional spaces. Read more.
Race and violence should be a school-wide subject.
The article urges schools to foster open, school-wide dialogues on race and violence following events like Michael Brown’s shooting. It suggests that, rather than leaving these discussions to individual classrooms, schools should build unified strategies, involve all stakeholders—teachers, students, staff, and parents—and make these efforts visible. By building trust and creating a cohesive plan, schools can support a culture of awareness and understanding that resonates throughout the community. Read more.