2019 Outstanding Book Award, American Association of Colleges for Teacher Education (AACTE)
Millennial Teachers of Color explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately ninety million members and, of these, roughly 43 percent are people of color. This book, edited by prominent teacher educator Mary E. Dilworth, considers the unique qualities, challenges, and opportunities posed by that large population for the teaching field.
Noting that a diverse teaching and learning community enhances student achievement, particularly for the underserved and underachieving pre K–12 student population, Dilworth argues that efforts to recruit, groom, and retain teachers of color are out-of-date and inadequate. She and the contributors offer fresh looks at these millennials and explore their views of the teaching profession; focus attention on their relation to schools and teaching; and consider how these young teachers feel about teaching for social justice.
The book is intended to disrupt the current line of inquiry that suggests that by simply increasing the number of teachers of color equity has been established. Readers will gain insights on this unique and valuable group of prospective and practicing pre K–12 educators and understanding of the need for more contemporary approaches to recruitment, preparation, hiring, and placement.
Contributors
Keffrelyn D. Brown
Keith C. Catone
Genesis A. Chavez
Marcus J. Coleman
Hollee R. Freeman
Michael Hansen
Socorro G. Herrera
Sarah Ishmael
Sabrina Hope King
Adam T. Kuranishi
Lindsay A. Miller
Amanda R. Morales
Janice Hamilton Outtz
Zollie Stevenson Jr.
Dulari Tahbildar
Angela M. Ward
O autorze
Mary E. Dilworth (Ed D, Catholic University of America) currently serves as an independent consultant to nonprofit organizations and educational institutions. Dilworth’s career has centered on issues of teacher quality and preparation, with a keen focus on racial/ethnic and linguistic diversity and equity issues. She led a host of education research, policy, and program initiatives as vice-president of the National Board for Professional Teaching Standards and senior vice-president of the American Association of Colleges for Teacher Education. In addition, she served as visiting professor and director of the Center for Urban Education at the University of the District of Columbia. Earlier in her career Dilworth was affiliated with Howard University in Washington, DC. She was a research fellow with the university’s Institute for the Study of Educational Policy (ISEP) and subsequently the coordinator of education and training for Howard University Hospital. While at ISEP, Dilworth wrote the book
Teachers’ Totter: A Report on Teacher Certification Issues, widely recognized as heightening the national discourse on the disparate impact of licensing tests on underrepresented groups. She recently completed work as coprincipal investigator for a National Science Foundation project (NSF-DR12) designed to recruit, prepare, license, and employ secondary science teachers from underrepresented groups. She has authored and contributed to scores of scholarly books, articles, and policy and research reports, including the 2014 report
Time for a Change: Diversity in Teaching Revisited, a chapter in the 2013
International Guide to Student Achievement, and an entry in the 2012
Encyclopedia of Diversity in Education. Dilworth serves on a range of appointed and elected national commissions and boards.
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