Closing San Diego Unified’s Student-Teacher Diversity Gap

Closing San Diego Unified’s Student-Teacher Diversity Gap

Monday, April 14, 2014
By Marissa Cabrera, Maureen Cavanaugh, Peggy Pico

White students barely make up 25 percent of the student population in the San Diego Unified School District, but two-thirds of the teachers and counselors in the district are white.

That lack of diversity among the district’s teaching staff and management is a concern to the school board and school Superintendent Cindy Marten.

A recent report revealed, that while Latinos account for almost half of students at the district, the majority of teachers and counselors are white.

The district says it’s working to find ways to expand the hiring pool of teachers to insure more diversity. That outreach may be tested soon, as the district offers an retirement incentive program which could open up hundreds of teaching jobs.

On KPBS Midday Edition today, we’ll discuss the effort to insure that teachers and management at San Diego Unified reflect the diversity of the student population.

Online article including a short video.

UW School of Education to work with Madison schools on recruiting minority teachers

n a partnership described as “the Wisconsin Idea come to life,” the UW-Madison School of Education will be working with the Madison Metropolitan School District to improve the quality and diversity of teachers and principals to help close the academic achievement gap.

“We all agree in terms of schooling, the most important thing is for a student to have a great teacher in every classroom and a great principal in every school,” Julie Underwood, dean of the School of Education, told Madison School Board members last week as they approved the partnership. “We want to partner with the school district to make sure that that happens, and to close the opportunity gap for all children in this district.”

In a news release announcing the partnership, Forward Madison: A Collaborative for Learning and Leadership, the multi-year project is described as having three main components: intensified support for new teachers and principals, efforts to improve diversity of the school district workforce and commitment to continued professional learning.

Such a close partnership is long overdue, school board member T.J. Mertz said.

Celebrating Linguistic Diversity Conference April 30-May 2, 2014

Updated versions of the conference program, abstracts and information page are now available on our CLD page.

Reconceptualizing Diversity


Reconceptualizing Diversity: Engaging with Histories, Theories, Practices, and Discursive Strategies in Global Contexts

29th October to 2nd November 2014
Toronto, Ontario, Canada

Contact person: Michele Kahn

The main aim of the conference is to bring together educational professionals working on issues pertaining to diversity and equity in various contexts.

Deadline for abstracts/proposals: 15th June 2014

AESA/IAIE Conference in Toronto

Joint AESA/IAIE conference in Toronto, Canada
English, Español, Francais 
October 29 – November 2, 2014
Deadline for submissions: June 15, 2014

The American Educational Studies Association (AESA) and the International Association for Intercultural Education (IAIE) are presently accepting proposals for their joint tri-lingual conference, to take place in Toronto, Canada.

The main aim of the conference is to bring together educational professionals working on issues pertaining to diversity and equity in various contexts.  Though all quality proposals fitting the general theme of the conference will be considered, we would like to invite proposals relating to any of the following, especially if they have an educational dimension:

• Migration and Refugee issues
• Transnational identities
• Social Justice
• Inclusion and exclusion
• Empowerment
• Language and identity
• (Post) – colonialism
• Gender identity and sexual orientation
• Indigenous education
• Majority – minority relations
• Lingua franca issues
• Human rights and activism
• Transformative pedagogies
• Confronting majority privilege and nationalist
tendencies in education