Document Type

Article

Abstract

The purpose of this study was to answer the following question: How does network improvement science (NIS) impact the recruitment and retention of Black and Latino male teachers? Using multiple sources of data such as Plan-Do-Study-Act (PDSA) documents, video recordings of focus group interviews, self-reflections, informal and formal meetings notes and minutes, our preliminary results revealed that recruitment and retention of Black and Latino male teachers is a complex process that require cross campus collaboration of all stakeholders, the challenging of structures of power, and overcoming institutional and professional barriers. This study is situated within the broader context of the national debate on diversifying the teaching force.

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