Recruiting and Retaining a Diverse, New Generation of Teachers: Learning from Literature and Experience
Citation (APA 7th): Weiss, M. P., Kennedy, O., Bigden-Smith, K., Cortez, B., Costas, V., Teahen, K., Smith, C., Glaser, H., & Nartey, A. (2026). Recruiting and retaining a diverse, new generation of teachers: Learning from literature and experience. The Teacher Educators’ Journal, 19, 140-178. https://doi.org/10.66196/IBXR8237
Margaret P. Weiss
George Mason University
Olyvia Kennedy
George Mason University
Keineda Bigden-Smith
George Mason University
Bridget Cortez
George Mason University
Vanessa Costas
George Mason University
Katarina Teahen
George Mason University
Chanta Smith
George Mason University
Holly Glaser
George Mason University
Ashley Nartey
George Mason University
Abstract
Teacher shortages remain a critical issue in elementary and special education, with teachers of color significantly underrepresented despite evidence of their positive impact on student outcomes. This study asked the following questions: What factors impact recruitment and retention of teachers of color? How are new and veteran teachers experiencing these factors? Using a mixed-methods design, we completed a systematic literature review and conducted focus groups with recent graduates and veteran teachers. Findings from both indicated that, for teachers, including teachers of color, cultural expectations, financial barriers, and program design influence recruitment, and school climate, administrative support, and the "invisible tax" placed on teachers shape retention. Results inform strategies for sustaining a diverse teaching workforce in high-need areas.
