How can schools increase minority teacher recruitment?

In a recent article, Minnesota Public Schools intend to increase minority teacher recruitment efforts. An assortment of efforts is presently in place by colleges and education reform organizations. Minnesota Public Schools can only increase minority teacher recruitment by transforming the perception that students have regarding teacher intentions.


According to the article, Gov. Mark Dayton included $25 million in his latest budget proposal to aid efforts to find teachers of color and those who teach in hard-to-fill areas like special education. Among other things, the money would be used for grants and a loan forgiveness program.

Many schools have responded to the shortage by looking inside their own ranks. For example, the U and Minneapolis Public Schools are seeking state Board of Teaching approval to train the district’s educator support professionals — almost half of whom are minorities — to become licensed teachers.

Winona State University has partnered with Riverland Community College and Austin Public Schools to launch the program that will train Perales, who likely won’t have to give up his IT job while he’s a full-time student.


The Governor, Minnesota Public Schools, colleges, and university efforts will be fruitless unless they transform the perception that many Black students have regarding teachers.


The perception that many Black students have regarding schools is that schools are a pipeline that leads Black students to prison. The school to prison pipeline begins with the over discipline of Black preschool children. According to a report from the United States Department of Education Office of Civil Rights, Black children represent 18% of preschoolers enrolled in school, but 48% of them receive more than one out-of school suspension. White preschool children represent 43% of preschoolers but 26% of the children receiving more than one out of school suspension. The poor perception that Black students have towards education begins in preschool which has a direct impact on minority teacher recruitment.


This same pattern for Black students continues to impact minority teacher recruitment. Black students are suspended and expelled at a rate three times greater than white students. On average, 5% of white students are suspended, compared to 16% of Black students.


Black students will continue to refrain from becoming eligible for minority teacher recruitment due to arrests and referrals to law enforcement. Black students represent 16% of student enrollment, they represent 27% of students referred to law enforcement and 31% of students subjected to a school-related arrest. In comparison, white students represent 51% of enrollment, 41% of students referred to law enforcement, and 39% of those arrested.

There is also a perception developed by students who are not influenced by the education to prison pipeline. Many of those students who are able to successfully negotiate their way though and survive choose other careers which would not make them available for minority teacher recruitment.

The other fact that the Governor, Minnesota Public Schools, colleges, and university do not consider is that many Black children are reminded daily that education has failed their parents and other family members too.

Many Black parents are subjected to racism daily and are forced to work jobs for which they over qualify. Their children watch them suffer and scramble to make a living knowing that a White person with the same amount of education has more and better opportunities.

Many Blacks are unemployed which has an impact on minority teacher recruitment because of the perception that it conveys to Black students. Labor and race relations experts mention the following specific challenges facing African American job seekers: (a) they encounter racial bias while job-hunting; (b) their communities have weaker job networks in place; and (c) credit checks by potential employers often work against them.  Black students are aware of these challenges and many more which will continue to impact minority teacher recruitment.

The only way to increase minority teacher recruitment is to eliminate classroom racism (Elcloomism) by promoting positive racial teacher student classroom relationships (Properateasclaships).

Related Articles

Windham faces obstacles in recruiting minority teachers

JCPS looking to hire more minority teachers

Minority teacher shortage slow to change in local districts

Building a teacher workforce that is reflective of our students


Dr. Derrick L. Campbell, Ed.D.
PO Box 1668 Blackwood, NJ 08012


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Author of Promoting Positive Racial Teacher Student Classroom Relationships


“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor
“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

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About Classroom Racism Exterminator

Racism is a menace and so we’ve been taught for ages which is the primary need for a diversity expert. However, even in this modern society of today where we see a lot of colored celebrities performing on stage with huge fan followings and of course an Afro-America President for the USA, we are still in a phase where racism exists in all its brutal glory and has been eating away at the society like a plague. Classrooms, are one of the most affected areas where color differences and racism exists to its extremes. Even after decades of progress and a lot of communal efforts at bridging the gaps between colored students, white students and teachers, it is sad to say that the disparities still exist and are just as pronounced today as they were back in the 1950s. Colored students, even in the likes of New York City, are attending under resourced schools or have been significantly isolated and made to be unequal in regular schools. Even if the teachers are well-intentioned, perpetuating the structural racism that has taken deep roots into the fabric of our education system is a tough task and make the need for a diversity expert imperative. Teachers need to recognize the biases that exist within the classroom and also take conscious measures to address them and their own biases of course. James Baldwin once said, “it is your very own responsibility to change this society, if you think of yourself as an educated person.” Dr. Derrick L. Campbell took this quote very effectively and straight to the heart and thus this Classroom Racism Exterminator happened. Classroom Racism Exterminator is an initiative that will teach you about your duty and moral obligation towards eliminating racism from the classrooms. This is where and how you will learn about what you need to do to produce a better society that is free of biases and disparities amongst the blacks and the whites. Because we understand how classroom biases and conversations about racism are difficult and how teachers and students almost avoid the topics altogether, we have put together a range of effective methods and products to help address the problem at hand and talk meaningfully to counter issues related to race and racism in the classroom. Diversity expert Dr. Campbell understands that it takes a lot of courage to talk about race and racism and that racial issues need to be viewed through a very critical lens that can understand and attend to the pertaining aspects of racism in the classroom. And therefore through this website we have made a conscious effort to eliminate racism from the classroom and make the educational system equal and beneficial for all. We know and we understand that there are no words that can actually describe how racism feels. There are cases and everybody tends to deal with it in their own manner. Some might lash out verbally or others might just withdraw into shells. Whatever the case, people don’t talk about it openly and teachers don’t really make a conscious effort at addressing the issue. We don’t really know if our children or if the youth is learning to be educated or become racists in their classroom. Our program is focused on helping children of color and regardless of their race, their full potential. We want every student to be able to recognize and reach their full potential so that they think of themselves as responsible citizens of their country and not regard themselves as worthless human beings. Here you will find motivational books and flash card games, all of which have been designed focusing on eliminating racism completely from our classrooms. The books and the games have been consciously designed keeping in mind the American society and educational system. It is a small effort on our and Dr. Campbell’s part to help this society become a better place to live in. A little about diversity expert Dr. Campbell Dr. Derrick L. Campbell the driving force behind Classroom Racism Exterminator is a dynamic figure and a constant source of motivation for us. He has a Bachelors of Science in Electronics Engineering Technology, Math Education, a Masters in Education Administration and also holds a doctoral degree in Educational Leadership. Dr. Campbell is a well known personality throughout the nation. He has lectured at various events including the National Association for the Advancement of Colored People (NAACP), Iron Sharpens Iron Men’s Conference and a lot of local churches. He is a personality well dedicated towards eliminating the plague of racism from our classrooms and helping every child recognize his/her true potential not the color of their skin. He realizes how a child would feel if he/she was made to think they are worthless human beings. Diversity expert Dr. Campbell is compassionate and related to the experiences and therefore this initiative is a constant and continual effort to eliminate racism manifested in us, completely from the classroom and from our society.
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One Response to How can schools increase minority teacher recruitment?

  1. Pingback: How can teachers help Black students who get stressed out about racism in schools? | Transforming the gap between student perceptions and teacher intentions

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