Teacher Diversity and Student Success

Teacher Diversity and Student Success Why Racial Representation Matters in the Classroom

Seth Gershenson, Michael Hansen, and Constance A. Lindsay
paper, 216 Pages
Pub. Date: March 2021
ISBN-13: 978-1-68253-580-6
Price: $34.00

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cloth, 216 Pages
Pub. Date: March 2021
ISBN-13: 978-1-68253-581-3
Price: $60.00

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Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals.


This text is a must-read for practitioners, policy makers, and researchers seeking to understand the underrepresentation of teachers of color in US public schools. Equally important, Gershenson, Hansen, and Lindsay provide clear state and local policy prescriptions to increase the ethnoracial diversity of America’s teachers. — Travis J. Bristol, assistant professor, University of California, Berkeley’s Graduate School of Education

The relevance of teacher diversity, particularly for students of color, has recently emerged as one of the most well-established findings in all of education research. This important and timely book, written by leading researchers on this topic, both summarizes that body of research and provides a thoughtful and multifaceted guide to action for practitioners and policy makers. — Thomas S. Dee, Barnett Family Professor, Stanford University

For those who are interested in understanding why teacher diversity is important, how it came to be a contemporary education issue, and what are some potential solutions to improve it, I encourage you to add the book to your slate. — Journal of Policy Analysis and Management

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About the Authors

Seth Gershenson is an associate professor in the School of Public Affairs at American University and a research fellow of the IZA Institute of Labor Economics.

Michael Hansen is a senior fellow at the Brookings Institution and the director of the Brown Center on Education Policy.

Constance A. Lindsay is an assistant professor in the School of Education at the University of North Carolina at Chapel Hill.

Table of Contents


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