Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents mentors) and making sense of findings over a continuum of teacher development (e.g., recruitment, preparation, induction, and retention). Based on a research synthesis within and across GYO program teacher pools, we argue implications for policy, practice, and research that should accompany increased recommendations for expanding GYO models for Teachers of Color.

This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating the double bind in teacher education programs through the tailoring of transformative and critical preparation experiences for teacher candidates of color are explored.Teachers of color make difficult choices concerning their commitments to the profession, communities of color, and students. Recently, I read an op-ed by a Latina teacher describing the tension between choosing to commit to the teaching profession to fight for educational equity on behalf of communities

This research study examines the learning experiences of 11th-and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and socialemotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls' intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls' agency and genius, and (d) consider implications for the development of Black Women Educator pipelines.

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The Problem. The small representation of Teachers of Color in comparison with their White counterparts continues to trouble the teaching profession. Since Teachers of Color often have a vital impact on student engagement and academic outcomes, there is a pressing need to identify policies and practices that increase recruitment and retention. The Solution. Given the current state of racial/ethnic teacher diversity in the United States, human resource development scholarship can be informative for addressing teacher retention. The Diversity Intelligence (DQ) and People as Technology (PT) Conceptual Model, as human resource development conceptual tools, are useful for understanding ways to support the academic and professional growth of Teachers of Color. These models are positioned to advance educational leaders' and human resource professionals' understandings of the ways in which the education field works to increase the number of Teachers of Color who enter and remain in the profession. The Stakeholders. School leaders, policymakers, human resource development professionals and researchers, and reformers can better understand how school systems value (or do not value) Teachers of Color.