Abstract
Despite decades of school reform initiatives focused on closing the racialized achievement gap, Black, Latinx, and Indigenous students continue to experience systemic barriers to a high quality education. Research indicates that the academic and social-emotional well-being of students from minoritized groups greatly improves when they are taught by a teacher who shares their racial identity. Unfortunately, teachers of color are underrepresented in education. They enter the profession at much lower rates than their white counterparts, and they exit the profession at much higher rates. To improve student outcomes, more school principals of color are needed; principals of color have proven to recruit and retain more teachers of color, who, in turn, positively influence student outcomes. This chapter provides the context and support for the need to diversify leadership in education by providing teachers and principals of color with new pathways to career attainment. Cultivating effective high-quality school leaders of color has the potential to shift the demographics of the teaching profession to better align with the increasingly diverse student body. More importantly, these future leaders possess the capacity to improve the academic and life outcomes for all students, in particular students of color.
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Hilliard, P., Allen, T.G. (2021). Mitigating the Impact of Brown with New Pathways for Black Teachers and Principals. In: The Palgrave Handbook of Educational Leadership and Management Discourse. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39666-4_127-1
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