A Narrative Study of the Impact on the Mentoring and Induction Programs of Black and Hispanic/Latino Teachers in Urban Public Schools in New Jersey

The purpose of this study is to explore through the lived experiences of 13 Black and Hispanic/Latino teachers in Urban Public Schools, focusing on the intersectionality of gender, race, and other characteristics, and how these factors influenced their development as teachers. This study aims to examine the components of teacher mentoring and induction programs and the perceptions of the teachers who participated in the programs specifically what elements, if any, of the programs influence the transition into the teaching profession, quality teaching, continuing learning, mitigate the problems faced in the first year(s) of teaching, and remaining in the teaching profession. A narrative research design is employed to effectively explore and examine the perspectives of Black and Hispanic/Latino Teachers. Through categorical content analysis, this study will focus on identifying specific themes within the narratives. Despite the growing body of research that proves having racially/ethnically diverse teachers can improve outcomes for all students (Carver-Thomas, 2018), both nationally and in New Jersey, the teaching profession remains largely White. (US Department of Education, 2016). While definitions of mentoring and induction do not guarantee good practice, being thoughtful about how teachers of color are inducted into school can provide an effective enculturation process and support effective instructional practice thereby increasing the rate of retention and provide the best opportunity to support highly qualified teachers of color and diversify the gap that exist in our schools. The findings revealed that effective mentoring and induction programs play a crucial role in supporting teachers of color, particularly in their transition into the profession and ongoing professional growth. The study highlighted the importance of culturally responsive mentoring, peer support networks, and administrative backing in fostering a sense of belonging and professional efficacy among Black and Hispanic/Latino teachers. This research contributes to the growing body of literature on diversifying the teaching workforce by providing insights into the specific needs and experiences of Black and Hispanic/Latino teachers in urban settings. It offers practical recommendations for improving mentoring and induction programs to better support and retain teachers of color. Future research directions include longitudinal studies on the long-term impact of tailored mentoring programs and exploration of intersectional factors affecting teacher experiences and retention. This study underscores the critical need for targeted support systems to address the persistent demographic gap between students and teachers in urban public schools, ultimately aiming to improve educational outcomes for all students.