Preface
ONE
Prelude - Unpacking the Intersection of My Personal and Educational History
Unpacking the History of Black Education
TWO
Prelude - Unpacking My Teacher Recruitment Experiences
Exploring Disruptions to Black Educator Recruitment
THREE
Prelude - Unpacking My Teacher Preparation Experience
Where Have We Gone Wrong? A Critical Examination of the Role of Teacher Preparation Programs
FOUR
Prelude - Unpacking My First Teaching Experience
Examining Black Educator Experiences to Understand High Attrition Rates
FIVE
Prelude - Dreaming of a Better Tomorrow
Reclaiming and Dreaming
About the Author
Index
Recognizing the "diversity crisis" in regards to the cultural dissonance between educators and their diverse students, Diversifying the Educator Pipeline provides a critical examination of the mistakes we have made in our efforts to bolster the presence of Black educators.
Grounded with the historical context of Black educators in America, Shaylyn Marks weaves research, practice and personal accounts to critically examine why efforts to diversify the educator pipeline have not yielded the desired results. With an analytical lens, the recruitment, preparation, and retention of Black educators is examined while offering alternative practices to strengthen these efforts. Acknowledging the cyclical nature of potential trauma and harm that occurs in educational spaces, insights and recommendations are provided for all stakeholders as a means to cultivate a diverse educator workforce that better supports and reflects diverse classrooms of students.
Diversifying the Educator Pipeline illuminates issues pertaining to the ways in which Black students and educators are disenfranchised, and serves as a call to action for the education community.
Dr. Shaylyn Marks is an Assistant Professor in the Teacher Education Department at California State University Bakersfield. The main focus of her work centers on advancing innovative ways to create equitable learning opportunities for underserved populations. With culturally responsive and sustaining pedagogies at the core of her work, her research interests include evolving educator preparation practices and advocating for equitable systems of practice and structures within educational spaces.