Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers
Principal Investigator(s): View help for Principal Investigator(s) Christopher Redding, University of FLorida; Dominique Baker, Southern Methodist University
Version: View help for Version V1
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Project Citation:
Redding, Christopher, and Baker, Dominique. Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-11-27. https://doi.org/10.3886/E115801V1
Project Description
Summary:
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This memo documents the
data files and analysis files used to generate the estimates found in “Understanding Racial/Ethnic
Diversity Gaps Among Early Career Teachers.”
The abstract for the paper is found below:
The growing evidence on the importance of teacher representation points to the need to better understand the factors shaping the lack of racial/ethnic diversity in the teacher workforce. In this study, we examine the extent to which college major choice explains racial/ethnic gaps in teaching. Drawing on data from the Baccalaureate and Beyond Longitudinal Study, we find that White college graduates are close to twice as likely to major in education compared to Black, Latinx, and other graduates of color. Even among college graduates, respondents who identify as White are 5 percentage points more likely to enter teaching than respondents who identify as Black and 2 percentage points more likely to enter teaching than graduates who identify as Latinx. Regression and decomposition analyses demonstrate that the observed racial/ethnic gaps in entry to teaching can largely be explained by whether a graduate studied education in college.
The abstract for the paper is found below:
The growing evidence on the importance of teacher representation points to the need to better understand the factors shaping the lack of racial/ethnic diversity in the teacher workforce. In this study, we examine the extent to which college major choice explains racial/ethnic gaps in teaching. Drawing on data from the Baccalaureate and Beyond Longitudinal Study, we find that White college graduates are close to twice as likely to major in education compared to Black, Latinx, and other graduates of color. Even among college graduates, respondents who identify as White are 5 percentage points more likely to enter teaching than respondents who identify as Black and 2 percentage points more likely to enter teaching than graduates who identify as Latinx. Regression and decomposition analyses demonstrate that the observed racial/ethnic gaps in entry to teaching can largely be explained by whether a graduate studied education in college.
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