Description

Book Synopsis
Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals.

Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration.

The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students.

This timely book is a call to action for building teacher diversity to ensure student success.

Teacher Diversity and Student Success: Why Racial

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    A Paperback / softback by Seth Gershenson, Michael Hansen, Constance A. Lindsay

    £28.86

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    RRP £33.95 – you save £5.09 (14%)

    Order before 4pm today for delivery by Sat 5 Sep 2026.

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      Book details

      Publisher Harvard Educational Publishing Group
      Published 30 March 2021
      ISBN-13 9781682535806
      978-1682535806
      ISBN-10 1682535800
      Also in:
      Politics, Philosophy & Society Educational strategies and policy Industrial or vocational training Philosophy and theory of education

      Description

      Book Synopsis
      Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals.

      Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration.

      The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students.

      This timely book is a call to action for building teacher diversity to ensure student success.

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