Title
Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color
Publication Date
5-1-2013
Document Type
Article
Abstract
This article argues that economic exclusion, standardized testing, and racially biased definitions of teacher quality continue the exclusion of teachers of color from the urban teaching force. The authors highlight two urban programs designed to address such barriers and situate such efforts within a critical race theory framework that identifies ways urban communities can increase control through local teacher development. The article concludes by presenting a teacher evaluation model that integrates school, district, and university perspectives with urban students, families, community-based organizations, and teacher self-perceptions to redefine teacher effectiveness.
Publication Title
Urban Education
Volume
48
Issue
3
First Page
451
Last Page
479
DOI
10.1177/0042085912454441
Publisher Policy
pre-print, post-print, no publisher's pdf
Recommended Citation
Rogers-Ard, Rachelle; Knaus, Christopher B.; Epstein, Kitty Kelly; and Mayfield, Kimberly, "Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color" (2013). Education Publications. 30.
https://digitalcommons.tacoma.uw.edu/education_pub/30