Human Resource Development for Racial/Ethnic Diversity: Do School Systems Value Teachers of Color?

The small representation of Teachers of Color in comparison with their White counterparts continues to trouble the teaching profession. Since Teachers of Color often have a vital impact on student engagement and academic outcomes, there is a pressing need to identify policies and practices that increase recruitment and retention. Given the current state of racial/ethnic teacher diversity in the United States, human resource development scholarship can be informative for addressing teacher retention. The Diversity Intelligence (DQ) and People as Technology (PT) Conceptual Model, as human resource development conceptual tools, are useful for understanding ways to support the academic and professional growth of Teachers of Color. These models are positioned to advance educational leaders’ and human resource professionals’ understandings of the ways in which the education field works to increase the number of Teachers of Color who enter and remain in the profession. School leaders, policymakers, human resource development professionals and researchers, and reformers can better understand how school systems value (or do not value) Teachers of Color