Thirty years ago, "Problems, process, and promise: Reflections on a collaborative approach to the solution of the minority teacher shortage" (Goodwin, 1991) offered a perspective on an approach to the "minority" teacher shortage. That piece represented the start of the author's life-long work on teacher preparation, with a…

Despite widespread acknowledgment of teachers of Color as critical agents of change, white supremacist, colonial, and cis-heteropatriarchal ontologies of "teacher leadership" marginalize the counterhegemonic leadership they embody. Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied…

Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color--a growing majority in U.S. schools--notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem…

With disproportionately high attrition rates for teachers of Color, there are many lessons to be learned from veteran teacher leaders that can inform how we train teachers. In this article, I share analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their…

This article frames teacher evaluation from a critical race theory (CRT) perspective to unveil whiteness as the normative center of frameworks for teaching, and the marginalization of Communities of Color. The author places CRT on the ground by proposing a culturally responsive alternative, the Framework for Equitable and Excellent Teaching…

Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of…

This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education--professional development (CRE-PD) activities, and…

This article uses a phenomenological approach to explore the organizational dynamic of boundary heightening for 27 Black male teachers, across 14 schools, in one urban school district. Black male teachers described being perceived by their colleagues as either incompetent or overqualified to teach their subject matter. These experiences created…

Teacher education is replete with an overwhelming presence of Whiteness, a presence that if not explicitly interrogated indefinitely recycles hegemonic Whiteness. Needed are pedagogical strategies that expose the hegemonic invisibility of Whiteness. This critical reflection examines the utilization of digital storytelling by teacher educators of…

Through in-depth interviews with a group of accomplished teachers of color who emphasized the need for their students to access the "culture of power" as a means to work toward racial justice, I attempt to represent the purposefulness of their practice within the context of what one participant termed the "millennium form of slavery." I argue that…

Although there are considerable large-scale data on teacher attrition, few researchers have culled information specifically related to English teachers' risk for attrition. This study examines the effects of teacher characteristics, teaching conditions, student variables, self-efficacy, external support, and salary on secondary English language…

A compilation of ERIC documents and journal articles on recruiting and retaining minorities in preservice teacher education and as inservice teachers is presented. (JL)

Florida's testing program appears to be counterproductive to increasing the number of minority teachers. The high school diploma test, the ACT/SAT, university and teacher education admission score requirements, the "rising junior" test, and teacher certification and examination represent serious obstacles to minority students who want to teach.…

Testing prospective teachers in the basic skills is becoming standard practice for admission to teacher education programs, adversely affecting minorities and having negative implications for equal opportunity within teaching. A program of diagnosing and remediating weaknesses of prospective teachers is described.(MT)