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Abstract
In public and private K-12 schools across the nation, diversity among student populations is rapidly increasing. However, the historically White, female, teaching force has not undergone the same demographic shift (Ingersoll & May, 2011). Research has shown a multitude of social and academic benefits for all students when they are taught by a diverse teaching staff (Dee, 2004; Ingersoll & May, 2011; Ladson Billings, 1995; Villegas, 2012). Administrators at Calvin School1 have made a concerted effort in recent years to diversify the student body, and while these efforts have resulted in significant increases in students of color, the faculty have remained 95% White. The widening racial gap between students and faculty is problematic not just for a growing minority student population who need to see themselves reflected in positions of authority, but also White students who need to have relationships with people of color who challenge common stereotypes. In response to this concern, this action research case study seeks to examine the best practices approach for independent schools in recruiting and hiring minority faculty2. Three research questions guided this study:1. What factors encourage teachers of color to teach at independent schools? 2. What factors lead to the effective recruitment and retention of teachers of color at independent schools? 3. How does the action research change intervention affect the way teachers of color are recruited and hired at Calvin School?Using an action research paradigm, the researcher/participant worked with a team of teachers and administrators to answer these questions. Data sources included Calvin School documents, literature review, Action Research team meeting notes, and interviews. The studys findings include recommendations for a new hiring paradigm and support for the action research process as an intervention to create needed change in a school community.