Having just earned a teaching degree from Pennsylvania’s Millersville University, Rian Reed set out in 2011 to find a position working with special-needs students. Born and raised in a suburb outside of Philadelphia, she had built an enviable academic record, earning induction into the National Honor Society in high school and speaking at her university commencement. She sought to use her leadership skills and creativity in a classroom in her own community. So Reed, a biracial woman who identifies as black, applied to work in her hometown school district.
“I thought I would serve as a role model for young female students of color, giving back to them more than what I had received,” she said. But according to Reed, the district didn’t even offer her an interview.
The dearth of black teachers across the country is well-researched and extensively documented. Nationally, federal data shows more than eight out of 10 (81.9 percent) teachers are white, while fewer than one in 10 (6.8 percent) are black. These statistics stand in sharp contrast to student demographics in U.S. public schools, where 47 percent of children are white and 16 percent are black. The number of black teachers would need to more than double—from just over 230,000 to roughly 542,000—if their share of the educator force were to match that of black students relative to the public-school population. A growing body of evidence suggests that black teachers benefit black schoolchildren, and that students of all races prefer teachers of color, adding urgency to efforts to resolve the disparity.
[For more on this story by MELINDA D. ANDERSON, go to https://www.theatlantic.com/ed...sity-problem/551234/]
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