Increasing the diversity of the teaching workforce: a review of minority teacher candidates’ recruitment, retention, and experiences in initial teacher education

Abstract

ABSTRACT Diversifying the teaching profession is critical for social justice and equity in education. Yet, teacher candidates from ethnic minority backgrounds remain underrepresented in initial teacher education (ITE) programmes in many countries. This paper reports on a review of 40 studies that examine the experiences of minority teacher candidates and the strategies to improve their recruitment and retention. Findings reveal structural and institutional barriers that affect minority teacher candidates’ experiences and their transformative power and agency to navigate these challenges. Recruitment and retention strategies are identified. This paper contributes to the discourse on equity, diversity, and inclusion in teacher education and offers insights for policymakers and ITE providers. Implications for policies and practice are discussed.