Diversity in the Corps

We value the unique backgrounds of every corps member, and have seen the positive impact that individuals from a variety of backgrounds can have on the students they teach. We know from our research that any corps member with the right motivations and capabilities, regardless of race, ethnicity or socio-economic status, has the potential to significantly expand the academic and life prospects of the students he/she teaches. And it is this set of characteristics that differentiates our most effective teachers that forms the basis of our admissions model.

• Diversity in the 2009 corps
• Our focus on individuals who share the backgrounds of the students we reach
• Challenges we face given our focus
• How we're working to increase our diversity and inclusiveness

Diversity in the 2009 corps
Teach For America corps members are a diverse group in every respect, and each bring a unique set of perspectives and experiences to their schools, communities, and the corps. We know that the students we teach and society as a whole benefit when students grow up knowing and respecting individuals of many races, ethnicities and backgrounds.

The 2009 corps reflects a wide spectrum of backgrounds and experiences:

• The more than 4,000 corps members represent all 50 states and the District of Columbia
• They graduated from more than 500 colleges and universities
• 15 percent attended graduate school or were professionals before joining the corps
• 32 percent are men, as compared to 26 percent of the overall teaching force
• 18 percent are the first in their family to attend college

Ethnic and racial diversity in the 2009 corps
Caucasian	70%
African-American	9%
Latino/Hispanic	7%
Asian-American	7%
Multi-ethnic	5%
Other (Non-white)	2%
Native American	0.4%

Our focus on individuals who share the backgrounds of the students we reach
We deeply value each individual who commits to our mission and believe we have to enlist our nation’s best talent, from all backgrounds, in this important work. At the same time, we place a particular focus on attracting and fostering the leadership of the individuals who share the racial and/or socioeconomic backgrounds of the students we teach, 90 percent of whom are African-American or Hispanic children living in low-income communities.

We have seen historically that when teachers themselves are from under-represented racial backgrounds or low-income families, they have the potential to have an additional impact on their students because they are uniquely positioned to serve as models of the potential for success in education and in life.

Click here to read our commitment to diversity statement.

Challenges we face given our focus
The long-term impact of the gaps in educational opportunity, which Teach For America is working to address, disproportionately affect African-American and Hispanic communities. This is evident in the number and percentage of African-Americans and Latinos who graduate from U.S. colleges every year.

• African-Americans make up 15 percent of the college-aged population (18 – 25 year olds), yet make up only 5 percent of graduates at the top 400 colleges and universities **
• Latinos make up 18 percent of the college-aged population, yet make up only 6 percent of graduates at the top 400 colleges and universities **

In comparison to the information above, Teach For America has achieved a higher level of diversity among African-Americans and Hispanics, although we know there is more we can do to further increase the diversity of our corps.

How we're working to increase our diversity and inclusiveness
To live up to our commitment to diversity and inclusiveness across our program continuum, we employ a range of initiatives, including:

• Recruiting at more than 350 schools across the country, including state universities, private  institutions, Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs).
• Personally meeting with thousands of top prospects, with a heightened focus on individuals who are African-American, Latino, Asian American, Native American, Native Hawaiian, and from low-income backgrounds.
• Partnering with campus-based student organizations and governing bodies, such as Black Student Union, Hispanic Student Alliance, Asian Student Network, Native American Student Association, Student Government, National Greek organizations, etc.
• Providing interview preparation resources, including online tutorials, to remove any barriers that might prevent candidates from displaying their true abilities during the application and interview process.
• Providing a comprehensive text and curriculum sessions on Diversity, Community and Achievement during summer training institute.
• Providing incoming corps members with an overview of the diversity and history of communities in which they serve through panels with local community leaders, recommended readings, and small-group discussions during regional orientation.
• Building national partnerships with organizations such as Sponsorship for Educational Opportunities (SEO), United Negro College Fund (UNCF), The National Council of La Raza, National Black and Hispanic MBA Associations, National Urban League, etc.
• Launching broader diversity and inclusiveness initiatives to raise awareness in communities of color.

Led by our chief diversity officer, Teach For America is working aggressively to identify more opportunities to increase our diversity and inclusiveness.

** US Department of Education, 2008; Institute of International Education, 2004. "Top 400 colleges and universities" refers to the 430 schools listed as "most selective" or "more selective" by US News & World Report, 2008