Running head: EQUITY AND DIVERSITY 1

Teacher Diversity to Raise Student Equity:

A Position Statement on Equity and Diversity

Rolanda S. Hardy

November 26, 2017

Trinity Washington University

EDTE 499- Dr. Morant

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Teacher Diversity to Raise Student Equity:

A Position Statement on Equity and Diversity

Student populations are becoming increasingly diverse; however, the teaching workforce

is not diversifying at the same rate. According to the Albert Shanker Institute (2016), "in September

2015, the institute published The State of Teacher Diversity in American Education, a major report

that found teacher diversity in the United States to be an area of concern. The teacher workforce

has become less ethnically and racially diverse and more female over time, a development that has

adversely affected students" (p. 18). Representation matters. When students learn from educators

who share similar physical attributes and understand their culture, they gain equity- the ability to

obtain knowledge in a relevant and non-biased manner.

A reasonable assumption is that students of color receive the most benefit from diverse

teaching staffs. This assumption is validated by the existence of school policies that encourage

traditional learning, to the detriment of overactive students. The inclusion of biased questions in

exams provide inequitable assessments of the learning of diverse student populations. Preston

(2016) claims that "only recently have researchers and policymakers decried the significant

numbers of black boys being labeled disruptive and/ or hyperactive, and the dearth of these

students being accepted into honors and/or gifted programs. These negative labels, compounded

with the lack of opportunities for black boys to flex their mental prowess, generate a cycle of

referrals and suspensions that lower students self-esteem and impede student learning" (p.21).

Students of color do not stand alone in receiving benefits from teacher diversity. All

students, and society as a whole, benefit from a more representative teaching staff. "Positive

exposure to individuals from a variety of races and ethnic groups, especially in childhood, can help

reduce stereotypes, attenuate unconscious implicit biases, and promote cross-cultural social
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bonding." (The Albert Shanker Institute, 2016, p. 18). While clear advantages exist for students

with teachers with similar appearance and backgrounds, the presence of diversity, and differences

can help to blur the racial and cultural lines in the classroom and beyond.

According to Schmitz, Nourse, and Ross (2012), "teachers of color tend to teach in schools

with a high number of ethnic diversity and students achieve at a higher rate if they are taught by

teachers that represent their racial background" (p. 181). While there is validity to this statement,

it can lead to the segregation of student and teacher populations. The lack of teacher diversity in

schools is not a reflection of hiring practices. Teachers of color are being hired at a higher

proportional rate than other teachers, [but are also] leaving the profession at a higher rate than

other teachers (the Albert Shanker Institute, 2016, p. 19). School districts are placing teachers of

color in schools that predominantly poor, minority, and lack the resources and support to be

successful. Desegregating schools will help retain teachers and allow students the opportunity to

learn from diverse teaching staff, which will be beneficial to all students.

In essence, equality is giving all students the same education, while equity is giving

students what they need to be successful. One component in providing equitable education to

students is to increase teaching staffs in schools. Teacher diversity affords students the opportunity

to learn from educators who unbiasedly understand and accommodate according to their

backgrounds. And teacher diversity also provides students with access to resources while reducing

stereotypes and increasing bonding amongst varied cultures.

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References

Schmitz, S. A., Nourse, S. W., & Ross, M. E. (2012). Increasing teacher diversity: growing your

own through partnerships. Education, 133(1), 181-187.

Preston, H. V. (2016). The professional educator: the case for a teacher like me. American

Educator, 40(3), 20-22.

The Albert Shanker Institute (2016). A look at teacher diversity. American Educator, (3), 18.