EXPERIENCES OF UNDERREPRESENTED TEACHERS ON CAMPUSES WITH DIVERSE STUDENT POPULATIONS

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 phenomenological study was to identify ways to increase the representation of diverse educators in schools.

This study was conducted with participants from one school district in the suburban Houston area. Eight individuals participated in individual interviews as a part of this phenomenological study. Five themes were revealed as common experiences of underrepresented teachers in this study: Pathway to Education, Challenges, Support, The Reasons Why, and Recommendations.

Through the lens of the participants, common experiences like a deep commitment to education and a desire to be a role model to minority students were discovered. Findings of this research highlight specific barriers to attracting and retaining underrepresented teachers such as social isolation and deficit ideology. When asked to identify the organizational conditions that have encouraged them to remain in the profession, the teachers were in consensus regarding positive relationships with colleagues and administrative support being the largest factors. Underrepresented teachers believed recruitment and retention strategies that could help diversify the teaching force include scholarships, changes in teacher compensation, and better preparation in teacher preparation programs.

Results from this study might assist school leaders, teacher preparation programs, and policymakers in becoming more proactive in the recruitment and retention of diverse educators. One suggestion from this research is to investigate systemic barriers that might impact the flow of diverse teachers through the certification pipeline. Implications from this study also include the participation of racially/ethnically diverse teachers on decision making committees, the development of cohorts for new teachers, and the diversification of campus administration.