ABSTRACT: This study examined the recruitment programs and strategies that the personnel administrators are using to attract minority candidates into the field of education. Research has indicated that having a more representable number of minority teachers teaching will have a positive effect upon not only minority children, but also all children in public schools. Also examined are the challenges involving the recruitment issues and barriers that are encountered by those who recruit teachers. There were several conclusions resulting from this study. The state and national programs that were available to the personnel administrators are being used to recruit teachers. However, specific programs that target minority teachers were not being used to the fullest extent. The job fairs attended by school districts were deemed very effective, whereas the use of the minority media was not as widely used but was perceived to be effective by respondents. The non-participation in some programs causes a low perception of the effectiveness of such programs. Recruitment problems were found to be centered on the fact that there are a limited number of minority candidates available to select. The perception of personnel administrators is that local school districts are putting forth-substantial effort to recruit minorities. Local businesses, professional organizations, and universities have been, and will continue to be, a contributing factor as they lend their resources to the recruitment effort. Finally, there is both a minority teacher shortage and an overall teacher shortage in North Carolina as evidenced by the perceptions of the personnel administrators and the state of North Carolina taking steps to addressed the shortage by implementing various initiatives and programs to help resolve this issue.

This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.