ABSTRACT
This working paper provides a synthesis of the state of evidence as it applies to promising practices in teacher recruitment, preparation, and retention for traditionally underrepresented populations. The paper defines “traditionally underrepresented” as individuals of non-white racial and ethnic identities. Much of the data available categorizes these populations as being African-American or Black, Hispanic, Asian, and Native American.
The focus of the paper is based on practices in the state of South Carolina, but national trends are also referenced. Methods used include a comprehensive literature review of current research on the topic and anecdotal evidence collected through personal communications. The paper ends with conclusions and recommendations for South Carolina to increase recruitment, preparation, and retention of teachers who are from traditionally underrepresented populations.
