Disparate Pathways: Understanding Racial Disparities in Teaching

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https://edworkingpapers.com/ai24-945

Permanent Link

https://doi.org/10.26300/4c4b-4q21
 http://hdl.handle.net/11603/38044

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UMBC Sherman Center for Early Learning in Urban Communities
UMBC Faculty Collection
UMBC Language, Literacy, and Culture Department

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Author/Creator ORCID

https://orcid.org/0000-0002-4770-7543

Date

2024-04

Type of Work

journal articles
Text

Department

Program

Citation of Original Publication

Blazar, David, Anthenelli, Max, Gao, Wenjing, Goings, Ramon, and Gershenson, Seth. "Disparate Pathways: Understanding Racial Disparities in Teaching" Annenberg Institute at Brown University. April, 2024. https://doi.org/10.26300/4C4B-4Q21.

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Subjects

Teacher Pipeline
Educational Milestones
Racial Disparities
Licensure Barriers
Race-Conscious Policies

Abstract

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 raceconscious policy solutions addressing various educational milestones must demonstrate significant effects—approximately 30% increases—to reshape the teacher workforce to align with student body demographics.