The Retention of Educators of Color Amidst Institutionalized Racism

Representing approximately 20% of the workforce, educators of color (EOC) leave the field at a rate 25% higher than their White counterparts. Despite workforce diversification efforts, few studies investigate the psychosocial consequences of navigating racialized school climate as reasons EOC may leave the workforce. This study relies on survey data collected from educators of color (paraprofessionals through superintendents) across the state of Iowa. Applying a critical quantitative research design, we examined factors that link racialized school climate to their job satisfaction and psychological well-being. Findings indicate that a racialized school climate has a significant, direct effect on EOC’s race-based stress and professional racial self-efficacy. We argue that solely focusing on the retention of educations of color acts as a distraction from dismantling the institutionalized racism that continues to permeate our school systems.

What We Bring With Us: Investing in Latinx Students Means Investing in Families

The educational landscape of the United States has shifted as more low-income, first-generation Latinx students enroll in 4-year universities. Despite this, many underlying structures and practices of these institutions still reflect the cultural norms of culturally dominant groups (e.g., White, upper-to-middle-class, continuing-generation), privileging individualism. This overlooks the cultural values of low-income, first-generation Latinx students, who often prioritize interdependent connections and obligations. When universities do not recognize familial obligations, students must decide between helping family or doing well in school—which complicates their capacity to succeed academically. To graduate diverse future leaders and build a diverse workforce, educators and policymakers must consider that investing in students means investing in their families, too. Concrete examples, from small interventions to large-scale policy changes, illustrate meaningful investment strategies.

Building Education and Technology Competencies for a Changing Society

This chapter provides an overview of needed competencies in the education and technology areas for a changing society. Advanced technology has changed the structure of the economy and should be changing the K-12 and postsecondary classrooms. Society is requiring higher levels of skills that schools were not initially designed to teach. Specific competencies are needed for educators and higher education students in order to prepare a college- and career-ready workforce. Educators must begin or continue incorporating digital tools and technology in their content in order to meet the demands of an increasingly technological world.