Barriers to Teacher Diversity in a Predominantly White District

Abstract

This case study explains factors that prevented a predominately White suburban district from diversifying its teaching staff despite the stated desire of administrators to provide more diverse teachers for the district’s students. The researcher interviewed three central office administrators, five district curriculum directors, and four principals in the school district and reviewed hiring documents. Interviews revealed that administrators may have incorrectly perceived culturally diverse candidates as not interested in teaching in the case district. Some administrators said that they were unable to identify which applicants were from diverse backgrounds, and the district’s favoring of individuals already tied to the district professionally or personally might inhibit culturally different candidates from teaching in the case district. Findings should compel practitioners and policymakers to ensure that teacher hiring is more equitable by being reflective about practices that may inhibit teacher diversity. Districts should consider leveraging technology to increase the number of candidates screened by offering interview opportunities to a larger and broader population, partnering with districts with different demographics, and increasing recruitment from colleges and universities that serve culturally diverse teacher candidates. Researchers should study the experiences of culturally diverse candidates applying to predominately White school districts to report on their perspectives.