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Ethnic/Racial Representation in Leadership Positions in US School Districts, 2002–2014: Are School Districts Achieving Parity?

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  • Melissa A. Taylor
  • Larra Rucker
  • Valerie H. Hunt
  • Brinck Kerr

Abstract

Objective A representative public education workforce has substantive benefits for underserved groups. While research finds considerable differences in ethnic/racial representation among public bureaucrats, little research examines representation within the public education workforce. Methods We use US Equal Employment Opportunity Commission EEO‐5 data to measure the levels of representation in public school district jobs among Blacks, Hispanics, and Whites (non‐Hispanic). Results Based on the analysis of 4253 US districts for 2002 through 2014, we find Hispanic and Black underrepresentation among administrators, principals, assistant principals, and classroom teachers. Based on new‐hire employees, we observe improvement in Black and Hispanic representation. District size is related to representation for all racial/ethnic groups for all occupations, with larger districts employing higher proportions of Blacks and Hispanics, on average, than small districts. Conclusion Overall, Black and Hispanic employees are underrepresented in the public education workforce. We discuss the implications and persistence of underrepresentation.

Suggested Citation

  • Melissa A. Taylor & Larra Rucker & Valerie H. Hunt & Brinck Kerr, 2025. "Ethnic/Racial Representation in Leadership Positions in US School Districts, 2002–2014: Are School Districts Achieving Parity?," Social Science Quarterly, Southwestern Social Science Association, vol. 106(3), May.
    • Handle: RePEc:bla:socsci:v:106:y:2025:i:3:n:e70036
    DOI: 10.1111/ssqu.70036
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