This paper reports on a small-scale, qualitative study, located in England and Wales, with the goal of advancing fairer teacher representation. Deploying a positive lens, the research shines a light on the lived experiences of 12 individuals from Black, Asian and minority ethnic backgrounds, all of whom successfully entered the teaching profession…

Women of color (WoC) continue to be underrepresented in engineering programs across the United States. Many scholarly reports on faculty demographic characteristics do not provide measures regarding the representation of WoC faculty due to data reporting restrictions or lack of relevant data. Using 14 years of data from the American Society for…

This study examines whether the National Science Foundation's ADVANCE-IT grant program identifies and funds institutions that improve faculty gender equity. By using matching procedures and a two-way fixed-effect event study, we find that when universities received ADVANCE-IT grants, their proportion and headcount of women faculty as full-time…

While formal early career mentoring is considered significant for faculty success, few universities have instituted programmatic mid-career mentoring. We review the reasons mid-career mentoring is important especially for under-represented (URM) faculty and consider the ways the entrenched model of one-on-one mentoring can fail URM faculty. We…

This paper focuses on the role of public policy in human resources and induction programs to increase the number of Teachers of Color and Indigenous Teachers (TOCIT). To that end, we provide an overview of the public policy landscape, followed by an exemplar that provides a vision of possibilities currently being enacted. We end by advancing…

This dissertation examines the troubling underrepresentation of staff of color in Pacific Northwest community colleges. Despite the proven benefits of racial staff diversity in promoting student success, community colleges face challenges in recruiting and retaining staff of color. Existing literature concerning non-teaching staff at community…

Background/Purpose: The purpose of this study was to examine how lived experiences influenced perceptions of leadership self-efficacy amongst Black, Indigenous, or Person of Color (BIPOC) women educational leaders in order to minimize future representation gaps in educational leadership. Methods: Qualitative interviews were conducted with 14 BIPOC…

Working conditions have been shown to have a significant influence on teachers' retention decisions. Despite disparities between rates of retention for Teachers of Color (TOC) and their White peers, extant research related to links between working conditions and retention tends to treat teachers as a monolithic group. The goal of this study was to…

The present study contributes to the body of work addressing the need for diversity in the educator workforce. The study examines six grant-funded projects designed to increase the diversity of teacher candidates, support these candidates through licensure, and ultimately increase the diversity of the teacher workforce in Ohio. Data was gathered…

There is an underrepresentation of South Asian American K-12 teachers in the United States compared to those employed in the science and technology fields. The purpose of this qualitative narrative inquiry was to explore the stories of K-12 South Asian American teachers to understand what impacted their career path and gain an understanding of the…

In the United States of America, societal structures of oppression frame and underpin nearly every field and industry, including environmental education. Despite growing attention on efforts to diversify the environmental education workforce in the United States, environmental fields have had minimal success attracting and retaining professionals…

The United States is becoming a more diverse nation but that racial/ethnic diversity is not reflected in the teaching workforce. The purpose of this phenomenological study was to explore the experiences of underrepresented teachers in schools where there are diverse student populations but low teacher diversity. The goal of this descriptive…

A key factor in the lack of ethnic diversity in teaching is the low acceptance rates of ethnic minority applicants onto initial teacher training (ITT) programmes compared with their White peers. While the reasons behind this disparity are not clear, there are two main areas of speculation in the literature: one suggestion is that White candidates…

The primary purpose of this qualitative phenomenological study was to explore the lived experiences of academics of color (AOCs) in New England's predominantly White institutions (NE PWI). For the purpose of clarity, the abbreviation AOCs refers to faculty from one of the four ethnic minority groups: Asian American, Latino, Haitians American,…

Under-representation of minority groups in the academy reflects inequality and lack of social mobilization. The Druze in Israel are a small minority, but they have a unique place in society because they have been serving in the IDF almost since its formation. The IDF maintains an academic reserve track, where young men and women complete their…