Uncovering the Roots: Addressing Systemic Barriers To Retain Diverse Educators
Uncovering the Roots: Addressing Systemic Barriers To Retain Diverse Educators
By Dr. Tayarisha Batchelor, Director of Equity and Access, Simsbury Public Schools, Simsbury, CT
The American education system faces a critical challenge: a significant disparity between the increasingly diverse student population and the limited representation of diverse educators. According to the U.S. Census Bureau (2020), the student population has become increasingly diverse, with the Hispanic or Latino population growing by 23% between 2010 and 2020. This demographic shift underscores the urgent need for a diverse educator workforce.
This is not only to reflect the changing demographics of our students, but also to provide all students with the opportunity to learn from educators with diverse backgrounds, experiences and perspectives.
A diverse teaching staff is crucial for preparing students for a globalized world and fostering a more equitable and inclusive learning environment. However, research consistently demonstrates that teachers of color experience higher rates of attrition. For instance, the 2023 State of the American Teacher Survey conducted by the RAND Corporation found that 23% of Black teachers reported they were likely to leave their job at their school by the end of the 2022-2023 school year. Additionally, a 2021 report by the Learning Policy Institute (LPI) found that teachers of color leave the profession at higher rates than white teachers, with turnover rates of 18.9%.
This high turnover rate among diverse educators is a significant concern. Diverse educators often enter the profession with a strong desire to support diverse student populations. However, they frequently encounter unique challenges that can impact their own emotional well-being. These challenges may include confronting microaggressions, experiencing feelings of isolation and facing the pressure to represent and advocate for their community within a system that may not always fully reflect their own experiences and perspectives.
RECRUITMENT
Recruitment is a root cause. It is not a recent phenomenon, it’s a consequence of decades of systemic inequities that have historically excluded and continue to marginalize people from underrepresented backgrounds. The limited pipeline of diverse candidates is a consequence of barriers and harm.
The harm created by the historical displacement and disenfranchisement of Black educators following the Brown v. The Board of Education decision, alongside the ongoing marginalization of Indigenous Peoples, Latinx communities and English Language Learners, has created a significant opportunity gap.
Recruitment plans often operate under the flawed assumption that they do not need to address the potential challenges diverse educators may face. This overlooks the fact that many prospective educators are already aware of these potential challenges and may be deterred by the lack of transparency around how the district is addressing them. When candidates perceive that they will be expected to overcome these challenges alone, without adequate support or systemic change, it can create a sense of undue burden and discourage them from pursuing positions in certain schools or districts. Recruitment efforts can not ignore the ‘elephant in the room’.
HIRING/SELECTION
Bias is a root cause. Bias within hiring committees significantly contributes to the under representation of diverse educators. This bias often stems from a lack of diversity among committee members and insufficient training on identifying and mitigating various forms of bias, including implicit, cultural and confirmation biases.
Without adequate training and established protocols, interview processes may rely heavily on subjective criteria, such as “cultural fit” or “interpersonal skills,” which can be interpreted differently across cultural backgrounds. This can lead to unintended biases in the hiring process, as committee members may unconsciously favor candidates who they perceive as “fitting” the existing school culture, often prioritizing those who appear to be a “good fit” with the existing staff. To ensure a fair and equitable hiring process, committee members must have the knowledge and tools necessary to recognize and address their own biases.
The interview process itself significantly influences a candidate’s overall experience and their decision to accept a position. The interview environment plays a crucial role in shaping a candidate’s perception of the school and their willingness to join the school community. A lack of diversity within hiring committees can inadvertently create an environment where diverse candidates may not feel fully comfortable sharing their perspectives and experiences, or they believe their unique contributions would not be valued and accepted. This can lead to situations where candidates may not fully disclose their skills, experiences and perspectives, making it difficult for hiring committees to accurately assess their qualifications and potential.
Schools and districts must create the conditions that enable hiring committees to engage in this critical work. This requires a commitment to ongoing professional development, fostering a culture of vulnerability and self reflection within hiring teams and re-imagining a culture of “fit” for all.
ADVANCEMENT
Advancement barriers are a root cause. Diverse educators suffer from the lack of equitable access to leadership roles. This includes limited access to mentorship and sponsorship opportunities, where experienced leaders can guide and advocate for their career progression. Implicit biases can also influence promotion decisions, potentially overlooking or undervaluing the contributions of diverse educators. Furthermore, diverse educators may have limited access to leadership training and development opportunities, hindering their ability to acquire the necessary skills and experience for advancement.
This lack of equitable access to leadership roles can significantly impact the career trajectories of diverse educators, limiting their opportunities for growth and advancement within the education system. This not only hinders individual career progression, but also creates a sense of disenfranchisement and low morale among diverse educators. The lack of opportunities for advancement can also negatively impact recruitment efforts, as current employees may be less likely to recommend their district to prospective candidates.
ISOLATION
Isolation is a root cause. Research, such as the 2023 State of the American Teacher Survey conducted by the RAND Corporation, highlights the significant impact of isolation on teacher well-being and retention. For many teachers of color, the experience can be further compounded by the feeling of being the “only one” – the only person of color on the staff, in leadership roles and even in professional development settings. This isolation can lead to feelings of loneliness, marginalization and a lack of support, contributing to higher turnover rates among diverse educators.
Limited professional development opportunities further exacerbate this issue. Many educators lack access to meaningful professional development that focuses on building inclusive and equitable classrooms, fostering respectful and supportive relationships among colleagues, and developing cultural competency.
FOSTERING BELONGING
Fostering a strong sense of belonging is critical for retaining diverse educators. When educators feel valued, respected and supported within their school communities, they are more likely to thrive and remain in the profession. Creating an inclusive and supportive environment where diverse educators can feel a sense of belonging is crucial for both their well-being and their ability to effectively serve students.
Cultivating a sense of belonging requires a commitment to fostering a culture of inclusion and respect, starting from the top of the organization. When diverse educators feel valued, their contributions are celebrated and they are supported in their professional growth, they are more likely to thrive and remain within the district. This not only enhances their well-being and job satisfaction, but also strengthens their commitment to the school community. Furthermore, a positive and inclusive school culture can serve as a powerful recruitment tool, attracting and retaining talented and dedicated educators from diverse backgrounds. When prospective educators witness a welcoming and supportive environment where diverse voices are valued, they are more likely to be drawn to the district and consider it a desirable place to work.
SENSE OF BELONGING
Fostering a sense of belonging is key, not only for retaining diverse educators, but also for enhancing the well-being and engagement of all staff. Research consistently supports this notion. Studies have shown that educators who feel a strong sense of community and belonging are more likely to report higher levels of job satisfaction, lower levels of stress and greater commitment to their profession.
When all educators, regardless of their background, feel valued, respected and supported, it creates a more positive and productive learning environment for both staff and students. This positive and inclusive environment benefits the entire school community, fostering stronger relationships, increased collaboration and a greater sense of shared purpose.
EXAMPLE OF FOSTERING BELONGING: SIMSBURY PUBLIC SCHOOLS
Simsbury Public Schools recognizes the importance of retaining a diverse workforce and has developed Employee Resource Groups (ERGs) to create safe spaces for diverse educators to connect and support one another. These affinity spaces are supported by the creation of a model, “L.I.T.”(Legitimized, Intentional and Tenacious) which emphasizes providing time, space, resources and clear communication to ensure the success and sustainability of these groups.
Legitimized: Acknowledge and support ERGs as valuable resources for staff development, well-being and creating a more inclusive workplace. This includes providing time and space to meet.
Intentional: Actively promote and support the development and growth of these groups through dedicated resources, mentorship and clear communication. This includes a mission statement, goals and alignment to the strategic operating plan of the district.
Tenacious: Continuously strive to improve and enhance the support provided to ERGs and their members, ensuring their long-term success and impact within the district. This includes maintaining systems and structures for sustainability.
CONCLUSION
Retaining and cultivating a diverse educator workforce requires a commitment to creating an inclusive and supportive environment where all educators feel valued and respected. This necessitates a multifaceted approach that prioritizes the following:
Dismantling Systemic Barriers: Proactively address and mitigate the impact of microaggressions, implicit bias and systemic inequities within the school environment. Create a culture of open dialogue and respectful discourse where all voices are heard and valued. Ensure equitable access to resources, professional development opportunities and leadership roles for all educators, regardless of their background.
Recognize and Value Unique Contributions: Acknowledge and appreciate the unique perspectives, experiences and contributions of diverse educators. Support educators in their efforts to build relationships with students and families, and provide adequate support and compensation for the extra time and emotional labor they may invest. Additionally, offer viable pathways toward advancement.
Foster a Sense of Belonging: Create opportunities for diverse educators to connect and build community with colleagues through mentorship programs, affinity groups and social events. Provide meaningful professional development opportunities that address the unique needs and experiences of diverse educators. Cultivate a school culture that celebrates diversity and values the contributions of all members of the school community.
The challenges of recruiting and retaining diverse educators hinder student learning and perpetuate systemic inequities. Addressing this challenge requires us to move beyond aspirational goals and acknowledge the need to address the root causes of this issue. We must create spaces where everyone shows up authentically, recognizing that fostering meaningful connections is key.