Diversity and Inclusion in Indiana Education: A Report on Current Challenges and Opportunities

Introduction

In 2024, an invitation to a diversity teacher recruitment fair in Carmel highlighted critical issues regarding the recruitment and retention of Black educators in several Indiana school districts. These districts included Noblesville, Hamilton Southeastern, Carmel Clay, Zionsville, and Westfield Washington. This report emphasizes the importance of Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequalities), in addressing these challenges.

Current Representation of Black Educators

Data from the previous year reveals the proportions of Black staff members in the featured districts:

• Noblesville: 6 of 762 (less than 1%)
• Hamilton Southeastern: 28 of 1,381 (2%)
• Carmel Clay: 9 of 1,082 (less than 1%)
• Zionsville: 4 of 485 (less than 1%)
• Westfield Washington: 0 of 579

Hamilton Southeastern notably employed more Black educators than the other four districts combined, indicating some progress towards inclusive hiring practices aligned with SDG 4.

Challenges in Retention and Leadership

Despite initial successes, significant challenges remain:

1. The resignation of the district’s Black, female superintendent raised concerns about sustaining momentum in diversity efforts, relating to SDG 5 on gender equality.
2. Three Black principals left Hamilton Southeastern within a year, reflecting broader trends of limited institutional support and tokenism rather than genuine inclusion.
3. Historical context shows that post-desegregation, many Black principals lost leadership roles due to systemic inequities, a pattern that persists today.
4. School governance remains predominantly White, complicating the navigation of politically charged environments for diverse educators.

Implications for Students and Communities

The underrepresentation of Black educators and leaders has wider implications:

• Students of color rarely see themselves reflected in leadership, which affects their sense of belonging and aspirations, directly impacting SDG 4 and SDG 10.
• Comments from public leaders that undermine racial equity contribute to a climate where belonging remains conditional for many families.

Promising Developments in Charter Schools

Charter schools in Indiana demonstrate potential in advancing diversity and inclusion:

• They exhibit greater flexibility to implement culturally responsive curricula and equity-focused practices.
• Leadership diversity and student engagement initiatives in charter schools align with SDG 4 and SDG 10 by fostering inclusive educational environments.
• While challenges remain, these innovative models provide valuable lessons for traditional districts.

Recommendations for Sustainable Progress

To achieve meaningful and lasting diversity in education, the following actions are essential:

1. Embed diversity and inclusion in policy, practice, and culture to move beyond performative efforts.
2. Provide institutional support that empowers educators of color to lead authentically and influence decision-making.
3. Ensure accountability mechanisms that uphold high standards for all schools, including district and charter institutions.
4. Promote inclusive leadership to benefit students of all races, supporting SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).

Conclusion

This ongoing work is deeply personal and critical for Indiana’s educational future. By centering truth, listening with humility, and acting with courage, Indiana can harness its talent and opportunity to fulfill its responsibility towards inclusive and equitable education. These efforts contribute directly to the achievement of the Sustainable Development Goals, fostering a more just and prosperous society.

Craig A. Jordan II is an educator in Indianapolis pursuing a doctorate at Vanderbilt Peabody College.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses the recruitment, retention, and support of Black educators in Indiana school districts, emphasizing equitable and inclusive education.
   • Focus on culturally responsive curriculum and leadership diversity in charter schools.
2. SDG 5: Gender Equality
   • Reference to the resignation of the Black, female superintendent highlights gender and racial equity in leadership roles.
3. SDG 10: Reduced Inequalities
   • Issues of racial disparities in school staffing and leadership.
   • Challenges faced by educators of color including tokenism and lack of institutional support.
4. SDG 16: Peace, Justice and Strong Institutions
   • Discussion on school governance being predominantly White and politically charged environments affecting diverse educators.
   • Implications of public leadership remarks affecting social inclusion and belonging.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.c: Increase the supply of qualified teachers, including through recruitment and retention, especially from underrepresented groups.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
2. SDG 5: Gender Equality
   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of race, ethnicity or other status.
4. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.

3. Indicators Mentioned or Implied to Measure Progress

1. Proportion of Black educators and staff in school districts
   • Data on the number and percentage of Black staff members in various school districts (e.g., Noblesville, Hamilton Southeastern, Carmel Clay, Zionsville, Westfield Washington).
2. Retention rates of Black educators and principals
   • Information about the resignation of Black principals and the Black, female superintendent indicates monitoring retention and turnover.
3. Diversity in school leadership and governance
   • Representation of educators of color in leadership roles and school governance bodies.
4. Implementation of culturally responsive curriculum and equity-focused practices
   • Qualitative measures of curriculum inclusivity and leadership diversity in charter schools.
5. Social inclusion and belonging
   • Implied through the experiences of educators and students regarding representation and institutional support.

4. Table of SDGs, Targets and Indicators

Source: indystar.com