Advancing Diversity in Teaching: Efficacy of Grow Your Own Programs for BIPOC Educators

Abstract

This study examines the efficacy of Grow Your Own (GYO) programs in increasing the representation of BIPOC (Black, Indigenous, and People of Color) educators in the teaching profession. Guided by Critical Race Theory (CRT), the research explores two key questions: (1) How can Critical Race Theory guide successful Grow Your Own Programs in targeting and engaging BIPOC individuals to increase their participation and representation in teaching? (2) How does Critical Race Theory help identify and address the challenges BIPOC individuals face in Grow Your Own Programs, and what strategies can improve program effectiveness? This study uses a qualitative narrative descriptive approach, conducting interviews with school administrators and teacher candidates to evaluate the structural components and effectiveness of GYO programs.  Findings reveal that thriving GYO programs center on culturally responsive mentorship, financial support, and community-based recruitment strategies. However, systemic barriers such as limited institutional support and racialized perceptions of teacher identity persist. The discussion highlights the need for policy changes prioritizing long-term investments in GYO initiatives, structural equity in teacher preparation, and integrating social justice leadership in program design. These findings underscore the role of CRT in critically examining and reshaping pathways to diversify the teacher workforce and address racial disparities in education.

            Keywords: Grow Your Own (GYO) programs, Critical Race Theory (CRT), BIPOC educators, teacher diversity, systemic barriers in education