Immigrant and Language Minority Students’ Teaching Career Expectations

The dearth of teachers from culturally and linguistically diverse backgrounds is a long-standing social justice issue. Their missing knowledge and perspectives in schools have consequences for all students. To understand the international scope of this disparity and teacher pipeline challenge, we examine student demographic changes and teaching career expectations across 24 countries and nearly 1 million 15-year-olds from 2000 to 2022. We show that although the share of students who are of immigrant, language minority, or both backgrounds has steadily increased in most countries, their teaching career expectations (<4%) are consistently lower relative to peers.