Hiring Practices for Teachers From Underrepresented Backgrounds

View Sample PDF

Author(s): William Clark (University of Pittsburgh, Bradford, USA)
Copyright: 2023
Pages: 16
Source title: Social Justice and Culturally-Affirming Education in K-12 Settings
Source Author(s)/Editor(s): Jonathan Chitiyo (University of Pittsburgh, Bradford, USA)and Zachary Pietrantoni (Florida International University, USA)
DOI: 10.4018/978-1-6684-6386-4.ch015

Keywords: Gender & Diversity / Information Science Reference / K-12 Education / Medicine & Healthcare

Purchase

View Hiring Practices for Teachers From Underrepresented Backgrounds on the publisher's website for pricing and purchasing information.

Abstract

When considering the many cases brought before the Supreme Court of the United States, one that had the greatest impact on the field of education when it came to diversity, equity, and inclusion was Brown v. Board of Education (1954). The outcome of Brown (1954) did bring changes in the operations of public schools with the concept of “separate but equal” no longer being the standard. The ruling, which was not always received with open arms, brought student diversity into schools across the country. This chapter will present the concept of hiring practices for teachers from underrepresented backgrounds by looking at several areas such as hiring for diversity, recruitment, interviews, and retention. Each of these areas must be considered if the current hiring practices for underrepresented populations are to be impacted. Scholars studying staffing in education consider human capital management to be strategic when it involves recruiting, developing, and retaining effective teachers who make a positive contribution to student learning.

The IRMA Community

Research IRM

Hiring Practices for Teachers From Underrepresented Backgrounds

Purchase

Abstract

Related Content

IRMA Sponsors