Abstract
The need to increase teacher diversity in deaf education has been a national concern over the last decade. The ethnic, racial, cultural, and linguistic composition of the teaching force has remained relatively unchanged; White, hearing, females make up the majority of the teaching force. In sharp contrast, the K-12 student population has become increasingly diverse which creates a chasm that is unlikely to change during the next decade without focused effort. This study considered group demographics and implications for culturally- responsive recruiting practices. The need for improved recruitment of Deaf professionals and diverse professionals is discussed, along with other associated challenges. Findings of a national study of recruitment priorities of preservice deaf educators are reported. Causal- comparative analyses revealed statistically significant recruitment priorities among groups of students as a function of hearing status and diversity status. The article provides suggestions for improved recruiting practices for deaf education teacher preparation programs.
Recommended Citation
Ausbrooks, M., Baker, S., & Daugaard, J. (2019). Recruiting Deaf and Diverse Teachers: Priorities of Preservice Teachers in Deaf Education. JADARA, 46(1). Retrieved from https://nsuworks.nova.edu/jadara/vol46/iss1/4
