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Book Description:

While a wealth of literature has been conducted to examine the experiences of minoritized students, fewer studies have centered the experiences of minoritized educators in the United States and abroad. Researchers and practitioners have long called for the diversification of the PK-20 educator workforce. However, despite various recruitment and retention initiatives across the U.S. and abroad, the sustainability of a diverse public education workforce remains elusive. Moreover, minoritized educators currently working in education are reporting markedly lower wellbeing, satisfaction, and sense of belonging. The current volume seeks to highlight and expand the current literature on minoritized educators’ experiences in the United States and, if applicable, abroad. Further, this book will expand within the literature the dimensions of identity that may impact stress and coping among educators, including racial or ethnic identification, sexual orientation, gender identity, ability status, and bilingual learner status.

Edited by Kristen C. Mosley, Austin Independent School District, and Jendayi B. Dillard, University of Texas at Austin

Topics of Interest: 

Potential submissions could include original research studies, theoretical chapters, brief reports, and/or program evaluation and implementation findings, all of which focus on minoritized educators’ experiences. The editors also seek submissions that include multiple marginalized identities (i.e., race/ethnicity, LGBT+, disability, international, bilingual learners, etc.), as well as a broad range of educator experiences from pre-kindergarten through graduate instruction at a college or university. The target audience for this volume is PK-20 researchers and practitioners. Possible topics of interest:

  • Minoritized teachers, administrators, and student support staff (e.g., counselors, school psychologists)
  • Qualitative, quantitative, and mixed methods research designs
  • Outcomes including educational attainment, health and wellness, and thriving in educational systems
  • Stressors experienced by historically marginalized populations
  • Research on promising interventions that address the above topics

Learn more and find submission instructions at the full call, here.