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Regression and decomposition analyses indicate that gaps in entry to teaching are largely explained by whether graduates studied education in college.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/understanding-racialethnic-diversity-gaps-among-early-career-teachers/589897/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/understanding-racialethnic-diversity-gaps-among-early-career-teachers/589897.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about teacher diversity gaps?","Question",{"text":63,"@type":64},"It examines the extent to which college major choice explains racial/ethnic gaps in teaching entry among early career teachers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the Baccalaureate and Beyond data show about education majors by race/ethnicity?",{"text":68,"@type":64},"White college graduates are close to twice as likely to major in education compared with Black, Latinx, and other graduates of color.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the analyses explain the racial/ethnic gaps in entering teaching?",{"text":72,"@type":64},"Regression and decomposition analyses show the observed gaps can largely be explained by whether a graduate studied education in college.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589897,1792160579,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nApril-June 2019, Vol. 5, No. 2, pp. 1–17 DOI: 10. 1177/2332858419848440  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nUnderstanding Racial/Ethnic Diversity Gaps Among Early  \nCareer Teachers  \nChristopher Redding  \nUniversity of Florida  \nDominique J. Baker  \nSouthern Methodist University  \nThe 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.  \nKeywords: diversity, educational policy, regression analyses, secondary data analysis, teacher education/development  \nIntroduction  \nA wAve of recent literature attests to the unique educational contributions extended to students when assigned to a teacher of one’s own race or ethnicity. Being assigned to a same-race teacher is linked with more positive teacher perceptions of students (Dee, 2005; Fox, 2016; Gershenson, Holt, & Papageorge, 2016; McGrady & Reynolds, 2013; Ouazad, 2014) as well as student outcomes as varied as attendance (Holt & Gershenson, 2015), disciplinary infractions (Lindsay & Hart, 2017), assignment to gifted and talented programs (Grissom & Redding, 2016), and student achievement (Dee, 2004; Egalite, Kisida, & Winters, 2015; Joshi, Doan, & Springer, 2018; Yarnell & Bohrnstedt, 2018) . The benefits of racial congruence are particularly pronounced for Black students (e.g., Fox, 2016; Grissom & Redding, 2016), a point underscored by a recent study by Gershenson, Hart, Lindsay, and Papageorge (2017) that finds long-lasting benefits for Black students in terms of graduating from high school.  \nDespite the importance of representation for underserved as well as other student populations (Grissom, Kern, & Rodriguez, 2015; Irvine, 1989; Quiocho & Rios, 2000; Villegas & Irvine, 2010; Zeichner, 2003), teaching remains a predominantly White and female profession (Guarino,  \nSantibañez, & Daley, 2006) . In the 2011–2012 school year, 82.7% of teachers identified as White, but only 51% of students identified as White (Ingersoll & Merrill, 2017) . While teachers who identify as Latinx or Asian now fill a larger share of the teacher workforce than in previous decades, data from the Schools and Staffing Survey indicate that the percentage of Black teachers has decreased from 7.5% in the 1987–1988 school year to 6.4% in the 2011–2012 school year. Researchers have attributed the lack of racial/ethnic diversity in the teacher workforce to three main factors: (a) inequitable educational opportunities for students from historically underserved racial/ethnic groups,(b) labor market discrimination, and (c) differential attrition among teachers of color (B. B. Flores, Clark, Claeys, & Villarreal, 2007; Ingersoll & May, 2011; Madkins, 2011; Torres, Santos, Peck, & Cortes, 2004) . Underlying all three of these potential motivating factors is a historical trend of policies created with the express purpose of minimizing the number of teachers of color (Carter Andrewset al., 2019) .1  \nFirst, the lack of access to high-qua","cbCaihTMYORIDO5x","https://ap.wps.com/l/cbCaihTMYORIDO5x","pdf",385650,17,"English","# Introduction\n## Teacher representation and same-race benefits\n## Persistent disparities in the teacher workforce\n## Factors linked to diversity gaps\n## College major choice as an explanatory pathway","[{\"question\":\"What does the study investigate about teacher diversity gaps?\",\"answer\":\"It examines the extent to which college major choice explains racial/ethnic gaps in teaching entry among early career teachers.\"},{\"question\":\"What does the Baccalaureate and Beyond data show about education majors by race/ethnicity?\",\"answer\":\"White college graduates are close to twice as likely to major in education compared with Black, Latinx, and other graduates of color.\"},{\"question\":\"How do the analyses explain the racial/ethnic gaps in entering teaching?\",\"answer\":\"Regression and decomposition analyses show the observed gaps can largely be explained by whether a graduate studied education in college.\"}]","Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers | PDF",1792068353,43]