Abstract
ABSTRACT The Latinx teacher shortage is a national crisis. To further sound the alarm, only 2% of public school teachers identify as Hispanic; by comparison, 27% of elementary and secondary students identify as Hispanic in the United States. To understand the disproportionately low number of Latinx individuals in the teaching profession requires a historical analysis that shows how Latinx individuals are systematically excluded and pushed out of teaching. We have used the action terms like excluded and pushed out to underscore the agentic aspects of teacher departures from public schools. As such, this article analyzes historical and contemporary trends related to Latinx teachers. This literature review aims to synthesize research relevant to understanding factors influencing the recruitment and retention of Latinx teachers.
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