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Disparate Pathways: Understanding Racial Disparities in Teaching

David Blazar,
Max Anthenelli,
Wenjing Gao,
Ramon Goings,
Seth Gershenson

Mounting evidence supporting the advantages of a diverse teacher workforce prompts policymakers to scrutinize existing recruitment pathways. Following four cohorts of Maryland public high-school students over 12 years reveals several insights. Early barriers require timely interventions, aiding students of color in achieving educational milestones that are prerequisites for teacher candidacy (high school graduation, college enrollment). While alternative pathways that bypass traditional undergraduate teacher preparation may help, current approaches still show persistent racial disparities. Data simulations underscore the need for race-conscious policies specifically targeting or differentially benefiting students of color, as race-neutral strategies have minimal impact. Ultimately, multiple race-conscious policy solutions addressing various educational milestones must demonstrate significant effects—approximately 30% increases—to reshape the teacher workforce to align with student body demographics.

Keywords
teachers, race/ethnicity, matching
Education level
K-12 Education
Topics
Teacher and Leader Development
Tags
Race, ethnicity, and education,
Culturally responsive schooling,
Human capital
Download 04/2024
Document Object Identifier (DOI)
10.26300/4c4b-4q21
EdWorkingPaper suggested citation:
Blazar, David, Max Anthenelli, Wenjing Gao, Ramon Goings, and Seth Gershenson. (). Disparate Pathways: Understanding Racial Disparities in Teaching. (EdWorkingPaper: -945). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/4c4b-4q21

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