The recruitment and retention of minority teachers in gifted education

Abstract

The scarcity of racially and culturally diverse teachers remains a major issue in education nationally, particularly given projections which indicate that the representation of minority teachers is declining while the number of minority students is increasing¹. The number of minority teachers in gifted programs, however, has received little attention in the literature. Accordingly, this article provides data on the under‐representation of Black and other minority teachers in education, explores personal and professional barriers to their representation, and provides recommendations for the recruitment and retention of minority teachers in gifted education. Owing to the limited information available on minority teachers in gifted education, the authors reason by analogy in order to draw implications from the general education literature and apply them to gifted education. Similarly, since the majority of research and writing have focused on Black teachers, we use Black teachers more often as a case in point, and draw implications for other teachers of color.