Huda Al-Kubaisi- National Educational Development Center, College of Education, Qatar University, Doha, Qatar
This critical review study aimed to thoroughly evaluate methods for fostering principles of diversity, inclusion, and equity in the hiring, training, and retention processes of educators in Qatar’s schools. It incorporated the analysis of existing policies and practices, and the identification of gaps to propose evidence-based methods that likely enhance the three principles among educators. It also sought to provide additional knowledge and potential solutions that may significantly improve them. Further, I studied effective methods for enlisting educators from varied backgrounds, considering cultural, linguistic, and other relevant considerations, to satisfy the urgent demand for diversity among educators. Examining the importance of professional development programs in this context was crucial in encouraging inclusion and equity. Many institutional, cultural, and systemic impediments to progress have been revealed. The findings underline the significance of having a diverse educational workforce to foster inclusive and equitable educational experiences for students in schools in Qatar. They also emphasize the necessity for ongoing collaboration among stakeholders to achieve this goal. In response, legislative amendments, specialized recruitment strategies, professional development initiatives, and support systems are proposed to effectively address these challenges. Therefore, this research contributes to the scholarly discourse on diversity, inclusivity, and equity in education.
1 Introduction
In the globalized world of the 21st century, diversity and inclusion have become key concepts in various sectors, including education. These terms, often intertwined with equity, are crucial for ensuring the development of holistic, fair, and representative educational systems (OECD, 2019). In Qatar, a country with a diverse population due to its economic boom and resultant influx of expatriates, embracing diversity and inclusion in education is of particular importance. This not only reflects the multicultural nature of the society but also adheres to Qatar’s National Vision, 2030 which aims to establish a sustainable and knowledge-based economy (General Secretariat for Development Planning, 2008). Diversity in education generally refers to the representation and inclusion of different groups, based on aspects such as ethnicity, nationality, gender, and abilities. Inclusivity, on the other hand, pertains to creating environments that respect and appreciate these differences, and enable individuals to thrive irrespective of their backgrounds (Dee and Penner, 2017). Equity is the third dimension, ensuring that all individuals have equal access to opportunities and resources for learning (Bireda and Chait, 2011). Together, these three concepts form the foundation for an educational system that prepares students to be global citizens who are cognizant and appreciative of the diverse world they inhabit.
Addressing diversity, inclusiveness, and equity in the hiring, training, and retention of educators is particularly crucial in the context of Qatar. The standard of instruction given to students is directly impacted by the caliber of the teachers (Darling-Hammond, 2000). It is crucial that educators themselves are representative of the diversity of the student body. Additionally, teachers must have the knowledge and abilities to manage a diverse classroom, appreciating and comprehending the distinctions in culture, language, and learning requirements (Amin and Cochrane, 2023). This not only enhances student performance but also promotes a climate of acceptance, decency, and cooperation in keeping with Qatar’s 2030 National Vision (General Secretariat for Development Planning, 2008), which outlines the nation’s long-term objectives. Although diversity, inclusion, and equity are acknowledged to be extremely important, difficulties and gaps still exist in effectively putting these concepts into practice when recruiting, developing, and keeping educators in Qatar. Unifying policies and practices that guarantee the fair representation and involvement of various educators is one such difficulty (Srivastava and Jena, 2015). The professional growth of educators in terms of inclusive pedagogies and cultural competence must also be taken into consideration.
Given these factors, this critical review study aimed to thoroughly evaluate methods for fostering principles of diversity, inclusion, and equity in the hiring, training, and retention processes of educators in Qatar’s schools. It incorporated the analysis of existing policies and practices, and the identification of gaps to propose evidence-based methods that likely enhance the three principles among educators. By so doing, it offers valuable insights and potential solutions that may significantly improve these principle-related practices. Finding effective ways of recruiting diverse educators is the goal of the study. To identify potential recruits from diverse backgrounds, cultural and linguistic factors were considered. This is to address the urgent demand for diversity among educators. Considering the importance of professional development programs in this context was crucial to increasing inclusion and equity. Finally, the paper contributes to the scholarly discussion of diversity, inclusivity, and equity in education, especially given the potential immaturity of Arab countries in this regard.
2 Methodology
This study has been conducted using a systematic research technique to ensure its validity and rigor. This technique includes a review of the literature, a strategy for gathering data, and an analytical framework. Each of these components is essential to laying the groundwork and producing insights for this study.
To synthesize pertinent studies and develop a thorough grasp of the subject, a systematic technique is used for the literature review (Kitchenham and Charters, 2007). Peer-reviewed publications, studies, and other academic works that concentrate on diversity, inclusion, and equity in education, specifically in the context of Qatar, are carefully sought out in databases like ERIC, Google Scholar, and PubMed. The search terms employed include “education,” “diversity,” “inclusion,” “equity,” “recruitment,” “development,” “retention,” and “Qatar.” Emphasis is placed on contemporary literature published within the past 10 years to ensure the data’s relevance and currency. However, seminal works predating this timeframe are also considered if they are of significant importance to the understanding of the topic. Ethical considerations, such as informed consent and confidentiality, are adhered to throughout the data collection process.
For data analysis, thematic analysis is employed for qualitative data, which involves identifying, analyzing, and reporting patterns or themes within the data (Braun and Clarke, 2006). This approach is suitable for analyzing the textual data from the literature. The analysis phase allows for a more comprehensive understanding of the various dimensions of diversity, inclusion, and equity in the recruitment, development, and retention of educators in Qatar.
3 Understanding diversity, inclusivity, and equity in education
In order to create learning environments that are fair, inclusive, and useful for the overall development of every student, it is essential to understand the concepts of diversity, inclusion, and equity in education. I thoroughly examine the ideas of diversity, inclusion, and equity in education in this literature study. I also give a summary of the pertinent theories and frameworks related to these ideas.
3.1 Definition and conceptualization
Diversity in the realm of education involves appreciating the different distinctions that occur between faculty members and students in the classroom. Race, ethnicity, gender, socioeconomic class, language, culture, religion, learning styles, and skills are just a few of the many characteristics that make up these variances (Banks and Banks, 2019). In contrast to the conventional one-size-fits-all approach to education, embracing diversity encourages teachers to value and respect these distinctive talents. Educators are encouraged to abandon a monolithic approach in favor of one that is inclusive and accepting, where these distinctions are celebrated, by recognizing variety.
On the other hand, inclusivity involves actively integrating and valuing the contributions of all individuals within educational settings. It transcends the mere recognition of diversity, striving to create a supportive environment where students feel respected and engaged regardless of their backgrounds, while also identifying and eliminating barriers to participation (Booth and Ainscow, 2011). Inclusivity is crucial for ensuring that diversity is not merely present but is actively incorporated into the educational process.
Equity in education closely aligns with inclusivity and revolves around the principle of fairness in educational practices. It entails guaranteeing equal access to educational opportunities and resources for all students, while addressing individual needs to facilitate their full potential (OECD, 2012). Achieving equity may require providing additional support or resources to disadvantaged groups in order to level the playing field.
3.2 Key theories and frameworks
Numerous theories and frameworks have been developed to comprehend and promote diversity and inclusion in education.
Multicultural education, as suggested by Banks and Banks (2019), is an approach that promotes diversity and inclusivity. It involves reforming the curriculum and instructional practices to integrate the histories, cultures, and contributions of diverse groups. The aim is to reduce prejudice and foster the development of a pluralistic society.
The Universal Design for Learning (UDL), introduced by Rose and Meyer (2002), serves as a framework to enhance and optimize teaching and learning for all students. Drawing on neuroscience research, UDL provides guidelines for creating curriculum goals, methods, materials, and assessments that accommodate the wide range of learner variability.
Critical Race Theory (CRT) in education examines how race and racism intersect with other forms of marginalization, influencing educational experiences and outcomes (Ladson-Billings and Tate, 1995). It calls for a more critical and socially equitable education and questions established curricula, pedagogy, and policies that uphold racial inequities.
According to Vygotsky’s social constructivism theory, culture and society have a significant impact on how an individual learns since they are socially mediated processes that affect learning (Vygotsky, 1978). The idea of inclusive classrooms, where varied experiences and viewpoints enhance the learning process, is supported by this theory.
According to Tomlinson’s (2001) differentiated instruction paradigm, instruction is customized to address the various and unique needs of each learner. To promote the best learning for students with a range of skills and backgrounds, teachers change the learning environment, the process, the products, and the material.
Understanding diversity, inclusivity, and equity in education necessitates a multifaceted approach. By incorporating theories and frameworks such as multicultural education, UDL, CRT, social constructivism, and differentiated instruction, educational systems can strive toward more inclusive and equitable practices that value and support all learners.
4 The current landscape of educators in Qatar
The field of education in Qatar has undergone significant transformations in recent decades, aligning with the country’s broader objectives of economic diversification and the establishment of a knowledge-based society. Against this backdrop, it is essential to comprehend the present state of educators in Qatar, including their demographic characteristics, the challenges they encounter, and the disparities pertaining to diversity, inclusivity, and equity.
4.1 Demographic profile of educators
Similar to many Gulf nations, Qatar boasts a diverse population, with a considerable number of expatriates. This diversity is reflected in the education sector as well. As stated in a report by the Ministry of Education and Higher Education in Qatar (2018), the workforce of educators comprises individuals from various nationalities, with a substantial proportion being expatriates. In addition to nationality, gender represents another noteworthy demographic attribute. The gender distribution among educators in Qatar tends to lean toward females, particularly in primary and secondary education (Amin and Cochrane, 2023). Furthermore, Qatar’s pool of educators showcases a wide range of qualifications and experiences. The establishment of Education City and collaborations with international universities have contributed to an increase in educators holding advanced degrees and possessing international experience (Brewer et al., 2007).
4.2 Challenges in recruitment, development and retention of educators
The recruitment of educators in Qatar faces several challenges. The country heavily relies on expatriate educators, which presents difficulties in ensuring stability and continuity since these educators may not have long-term commitments to the country (Romanowski and Nasser, 2012). Moreover, attracting high-quality educators is often challenging due to competition with other Gulf countries and enticing opportunities available in educators’ home countries.
Professional development is another area fraught with significant challenges. Cherif et al. (2013) reveal that many educators in Qatar report a lack of adequate professional development opportunities, particularly those tailored to the Qatari context. This is particularly concerning given the diverse student population, which necessitates educators to possess skills in culturally responsive teaching. Contractual instability, little prospects for career advancement, and the challenging process of adjusting to a different cultural and educational context are some of the issues that make it difficult to keep educators in Qatar. The continuity and quality of education may suffer from high teacher turnover rates. Additionally, there is a growing interest in the cultural proficiency of foreign educators. In order to effectively teach a diverse student body, foreign educators frequently struggle to comprehend and adapt to Qatari society’s cultural norms and values, according to Romanowski and Nasser (2015). Forging connections with kids and families and managing the complexities of the educational environment need cultural competence.
Recruitment issues have been exacerbated by Qatar’s recent education sector’s rapid expansion. The demand for educators has grown significantly as a result of this rapid expansion, as underlined by Akkari (2004), surpassing the supply. As a result, schools frequently turn to hire less qualified individuals or have delays in filling positions, which has an impact on educational quality. An additional issue is presented by how technology is incorporated into the educational process. According to a study by Karkouti (2023), although technology can play a crucial role in increasing the learning process, Qatari educators frequently struggle to consistently integrate technology properly. This may be due to a lack of support and training opportunities for using educational technology. Additionally, concerns about diversity and equity in the hiring process need to be addressed. Al-Malki (2018) places emphasis on the necessity of methodical actions to guarantee that the hiring process is devoid of prejudices that may disproportionally harm applicants from varied backgrounds. Using inclusive hiring practices is essential for developing a diverse and representative teaching staff in Qatar.
4.3 Gaps in diversity, inclusivity, and equity within education
While the educator population in Qatar exhibits diversity in terms of nationality, concerns remain regarding inclusivity and equity. The reliance on expatriate educators often leads to a divide between local and expatriate communities, resulting in limited interaction and understanding between the two groups (Romanowski and Nasser, 2012). Furthermore, opportunities for professional development and career progression are not consistently distributed equitably among educators of different nationalities (Amin and Cochrane, 2023), which can generate feelings of marginalization among certain groups and impact overall inclusivity within educational institutions. Additionally, the recruitment process sometimes displays a bias toward Western educational qualifications and experience, potentially undervaluing the importance and relevance of diverse educational backgrounds (Brewer et al., 2007).
Moreover, cultural competence among educators plays a vital role in fostering diversity and inclusion, yet it is often overlooked in professional development. As highlighted by Romanowski and Nasser (2015), educators, particularly expatriates, need to be well-prepared to understand and respond to the cultural diversity present in Qatari classrooms. Without cultural competence, unintended misunderstandings and challenges in classroom management may arise. Disparities also exist in leadership positions within schools in Qatar. According to a report by Alsheeb et al. (2022), educators from certain nationalities are underrepresented in leadership roles, limiting diversity in decision-making and policy formulation in educational institutions. This underrepresentation often correlates with the aforementioned biases in the recruitment process.
Gender equity demands scrutiny as well. Despite significant progress in gender parity in education, Romanowski and Al-Hassan (2013) observe that female educators often face barriers in accessing leadership positions. This points to persistent gender biases within the education sector, impacting both the career advancement of female educators and the representation of female perspectives in educational leadership. An inclusive education system should address the needs of students from diverse backgrounds. However, Brewer et al. (2007) note that educators in Qatar receive limited training on inclusive practices for students with disabilities. This creates a gap between the intended inclusive policies and the actual classroom practices.
5 Strategies for recruiting diverse educators
For educational institutions trying to create inclusive settings and deliver quality education to students from varied backgrounds, recruiting diverse educators is of the utmost importance. In addition to examining applicable case studies and considering cultural, linguistic, and other relevant elements in recruitment attempts, this literature review addresses effective tactics and best practices for hiring diverse instructors.
5.1 Effective strategies and best practices
Diverse educators can be attracted via a variety of tactics. First off, organizations can actively encourage diversity in their hiring practices by adding diversity statements to job descriptions and demonstrating their commitment to inclusive practices in general (Bireda and Chait, 2011). This is essential for luring in educators who support and/or identify with diversity and inclusion. To be effective, tailored recruitment tactics that address these issues are needed, as well as a thorough awareness of the particular difficulties these groups confront in the educational setting (Smith et al., 2004). Potential applicants may benefit from a fresh viewpoint and a sense of community if diverse educators already working for the school are included in the hiring process (Sleeter, 2017).
It is also essential to evaluate the institutional climate and make sure it supports diversity and inclusion. Prospective employees are less likely to consider employment at a company where they believe it does not promote diversity or offer a welcoming workplace (Tillman, 2004). Therefore, institutions must not only communicate their commitment to diversity but also demonstrate it through policies, practices, and organizational culture. Recruitment strategies must also be complemented by retention strategies since hiring diverse educators is only the initial step. Supportive mentorship programs, opportunities for continuous professional development, and avenues for career advancement play a pivotal role in ensuring that diverse educators feel valued, supported, and motivated to remain in the institution long-term (Ingersoll and Strong, 2011).
Building partnerships with educational institutions that have a high proportion of diverse candidates is another effective strategy. For instance, establishing connections with historically black colleges and universities (HBCUs) in the United States has proven fruitful in sourcing diverse educator candidates (Stewart et al., 2008). Leveraging social media platforms and utilizing technology to connect with a broader pool of candidates globally can significantly enhance diversity in recruitment efforts (Egalite et al., 2015). This approach is particularly valuable for reaching international candidates who bring diverse cultural and linguistic perspectives. Additionally, creating professional development programs and career growth opportunities specifically tailored to diverse educators is an essential component of attracting and retaining them (Madkins, 2011).
5.2 Similar contexts
While Qatar has taken steps toward the internationalization of its education system, specific examples of recruitment strategies for diverse educators in the country are limited. However, looking at the broader Middle East region, Saudi Arabia’s Vision, 2030 is a noteworthy example. Part of Vision, 2030 aims at diversifying the educator workforce in Saudi Arabia, and international universities and schools have been encouraged to set up campuses in the country (Vision, 2030, Kingdom of Saudi Arabia). This has led to an influx of international educators, significantly diversifying the education sector. In the United States, the “Call Me MISTER” program, initiated at Clemson University, is a prime example of a successful initiative for recruiting diverse educators (Clemson University, n.d.). The program aims at increasing the pool of available diverse teachers, particularly among African American males, by providing academic, social, and financial support to students pursuing careers in education. Similarly, the Teach for America initiative has contributed positively to the recruitment of diverse educators. This initiative recruits recent college graduates, regardless of their majors, and provides them with intensive training to teach in under-resourced schools. One of its goals is to increase diversity within the educator workforce (Teach for America, 2021).
In Australia, the More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) was implemented to increase the number of Aboriginal teachers in schools. MATSITI provided scholarships, professional development opportunities, and support networks for Aboriginal and Torres Strait Islander people to pursue careers in education (MATSITI, 2016). Back in the Middle East, the United Arab Emirates (UAE) has been actively engaged in diversifying its educator workforce as part of its Vision 2021. The UAE government has facilitated the establishment of international branch campuses and collaborated with global educational institutions, similar to the approach taken in Saudi Arabia (UAE Vision, 2021).
5.3 Consideration of cultural, linguistic, and other relevant factors
When recruiting diverse educators, it is imperative to consider cultural and linguistic factors. As Gay (2002) emphasizes, cultural competence is crucial for educators interacting with students from different backgrounds. This competence includes the ability to recognize, understand, and effectively engage with various cultural practices and worldviews. Recruitment efforts should seek individuals who already possess cultural sensitivity or ensure the provision of cultural competency training to incoming educators. Linguistic diversity among educators is vital, particularly in contexts like Qatar where students might speak multiple languages due to the substantial expatriate population. Being able to communicate in the student’s home language can foster a more inclusive environment and facilitate learning (Lucas et al., 2008). Moreover, educators with multilingual capabilities are better equipped to employ diverse teaching methods that cater to different learning preferences and linguistic backgrounds.
Consideration should be paid to educators’ instructional approaches and philosophies in addition to cultural and language aspects. Diverse student groups can benefit from an inclusive learning environment that is fostered by educators who are open to embracing multiple teaching approaches, such as differentiated instruction and culturally responsive teaching (Ladson-Billings, 1995; Experience Facing History, 2024). To hire diverse educators, it is crucial to comprehend the local environment. Recruitment attempts can be strongly impacted by legal and socio-political variables, such as immigration rules, work permits, and societal attitudes toward diversity (Egalite et al., 2015). For instance, hiring a broad pool of educators in Qatar requires a grasp of the complexities of the Kafala system and how it influences recruitment. Involving regional communities in the hiring process might also be advantageous. In order for educators to effectively serve the local people, it can be helpful to work in partnership with local educational authorities and community leaders in Qatar (Karkouti et al., 2022). If prejudices are eliminated from the recruitment process, this is likely to have a greater impact. It can be made more equitable by utilizing diverse hiring committees, standardized evaluation measures, and transparent hiring procedures (Breevaart and Bakker, 2018).
6 Professional development and support for educators
In order to enhance student learning outcomes, promote inclusion and equity in the educational setting, and improve teaching practices, educators must engage in professional development. This study of the literature looks at the role that professional development plays in promoting inclusivity and equity, examines the effectiveness of current professional development initiatives in cultivating these values, and makes suggestions for improving professional development options in Qatar. The knowledge and abilities needed by educators to build inclusive learning environments and guarantee equitable results for all students are best acquired through professional development. It enables educators to recognize and value student diversity and to use instructional strategies that are adaptable to different learner requirements (Darling-Hammond et al., 2017). Additionally, professional development helps educators become more culturally competent, enabling them to communicate respectfully and effectively with people from different backgrounds (Siwatu, 2007). It also gives educators the tools to recognize and resolve implicit biases and prejudices that might make a learning environment less inclusive and equitable.
Around the world, there are numerous professional development initiatives designed to promote inclusion and diversity. For instance, there are numerous initiatives in the United States, such as “Facing History and Ourselves,” that train teachers on how to handle bias and injustice in the classroom. According to program evaluations, educators’ abilities to promote inclusive environments have improved (Fine et al., 2001). The “Stronger Smarter” program in Australia aims to improve the professional skills of teachers who work with Indigenous pupils. According to evaluations, the program has considerably helped to improve educators’ attitudes and perceptions of Indigenous education (Sarra et al., 2011). However, some professional development initiatives have come under fire for being overly theoretical, lacking in context, or failing to appropriately prepare educators for the issues they confront in the classroom (Borko, 2004).
6.1 Enhancing professional development opportunities in Qatar’s education
It is essential to create strategies that consider the special context of the nation and its diverse student population in order to improve the effectiveness and relevance of professional development programs for educators in Qatar.
• As Cherif et al. (2013) emphasized, professional development programs must be tailored to Qatar’s unique context, considering cultural, linguistic, and societal factors. This includes an understanding of Qatari history, culture, and the varied backgrounds of students. Additionally, training on the education system and policies in Qatar would enable educators to better navigate the local educational landscape.
• Establishing professional learning communities where educators can engage in collaborative learning, share experiences, and develop strategies collectively can be highly beneficial for their professional growth (Vescio et al., 2008). This collaborative approach can also facilitate the exchange of culturally responsive teaching practices among educators with varied backgrounds.
• Professional development should encompass strategies for culturally responsive teaching, which acknowledges and incorporates students’ cultures in all aspects of learning (Gay, 2002). This includes being aware of cultural norms and values, incorporating culturally relevant content, and adapting teaching methods to be more inclusive.
• While it can be beneficial to learn from international best practices, it is essential to adapt these practices to fit Qatar’s context. This might involve modifying content, pedagogies, or strategies to be more relevant and effective within the cultural and educational landscape of Qatar (OECD, 2019).
• Consistently evaluating and monitoring the effectiveness of professional development programs is essential to ensure they are addressing the evolving needs of educators and students (Desimone, 2009). This could include obtaining feedback from participating educators and assessing the impact of professional development on student outcomes.
• With the ever-evolving technological landscape, integrating technology in professional development programs is crucial (Koehler and Mishra, 2009). This can include using online platforms for collaboration, training in educational technologies, and exploring new tools that enhance teaching and learning.
• Encouraging participation in professional development by providing incentives such as certifications, career advancements, or financial bonuses can also be an effective strategy (Gulamhussein, 2013).
• Given the significant number of expatriate educators in Qatar, it is critical that professional development programs address their specific needs. This could include training in cross-cultural communication, understanding the local education system, and facilitating networking opportunities within the education community (Romanowski et al., 2018).
7 Retaining diverse educators
For the construction of inclusive and culturally sensitive learning environments, varied educators must be retained. Retaining teachers, especially those with different backgrounds, has its own set of difficulties and opportunities. An in-depth analysis of Qatari and other comparable contexts’ tactics is done in this study of the literature. It also looks at the mentorship programs, work environments, and support systems that are crucial for retaining diverse educators.
7.1 Key factors influencing the retention of diverse educators
The retention of diverse instructors is influenced by a number of important aspects. First and foremost, diverse educators require specialized professional development and support (Simon and Johnson, 2015). Teachers are much more likely to remain in the profession when there are opportunities for ongoing learning that respect and acknowledge the variety of their experiences and viewpoints. Second, retaining diverse educators can be aided by a school culture that encourages inclusivity and diversity. When teachers feel appreciated, respected, and part of the school community, they are more likely to stay (Bristol and Goings, 2018). Third, retention depends greatly on pay and perks. The decision to stay in a position can be influenced by competitive salary and perks that are appropriate with an educator’s credentials and expertise (Carver-Thomas and Darling-Hammond, 2017). Finally, maintaining diverse educators depends greatly on mentorship and leadership opportunities. For educators from different backgrounds, mentoring programs that link inexperienced educators with seasoned mentors can help and direct (Ingersoll and Strong, 2011).
7.2 Analysis of retention strategies in Qatar
Quality and diversity in the educational sector have been prioritized in Qatar under the Education for a New Era education reform (Brewer et al., 2007). The retention of diverse educators is still a problem, though. To support instructors, some schools in Qatar have implemented mentorship programs and ongoing professional development, which have had a beneficial impact on retention (Cherif et al., 2013). Similar to Qatar, the United Arab Emirates (UAE) places a strong focus on ongoing professional development and attractive remuneration packages as retention methods. The UAE has a diversified expat community. The retention of diverse instructors has been found to be a particular strength of mentoring programs. Such programs, which mix inexperienced educators with seasoned experts, offer crucial support, direction, and a sense of community (Ingersoll and Strong, 2011).
The working environment is also a crucial component of teacher retention. More diverse educators are likely to stay in their jobs if the workplace has a culture that supports diversity, fosters collaboration, and fosters a sense of community (Johnson et al., 2012). Equally important are the support systems. Aspects of support systems that aid in the retention of diverse educators include access to resources, chances for cooperation, and opportunities for professional growth (Billingsley, 2004).
8 Challenges and barriers
For the construction of enhanced learning environments, it is essential to promote diversity, inclusivity, and equity in the recruitment, development, and retention of educators. These efforts, however, may be hampered by a number of difficulties and obstacles. In this literature review, the difficulties and impediments to advancing fairness, inclusivity, and diversity in Qatar’s educational system are identified and discussed. It examines institutional, cultural, and systemic elements and makes recommendations for ways to deal with these difficulties.
8.1 Identification and analysis
Due to strict qualification standards, a preference for instructors with Western education, and a lack of targeted recruitment techniques meant to attract varied talent, recruiting diverse educators in Qatar can be difficult (Romanowski and Amatullah, 2016). Language obstacles, a lack of culturally appropriate training, and restricted access to chances for ongoing professional development are among the problems that educators in Qatar frequently confront (Cherif et al., 2013). Factors include a lack of opportunity for professional advancement, insufficient support networks for expat educators, and difficulties adjusting to local culture may make it difficult for Qatar to retain diverse instructors (Brewer et al., 2007).
Despite considerable reforms, there is still an excessive reliance on foreign teachers in Qatar’s educational system. For educators from varied backgrounds, structural barriers are created by the recruitment practices, which frequently give preference to Western education and experience (Romanowski and Amatullah, 2016). Language obstacles, different educational philosophies, and cultural acculturation are difficulties brought on by Qatar’s cultural variety, where a sizeable section of the population is made up of expatriates. Additionally, prejudices or stereotypes may have an impact on how diverse instructors are integrated (Amin and Cochrane, 2023). Institutions might not have specific policies and procedures in place to support diversity, inclusion, and equity/fairness. In terms of mentorship, professional development, and resources, institutional support for diverse educators may also be missing (Cherif et al., 2013).
8.2 Strategies for tackling challenges
• Develop targeted recruitment strategies that actively seek to attract and hire educators from diverse backgrounds. This includes establishing partnerships with universities and institutions globally to create a diverse pool of qualified educators (Guarino et al., 2006).
• Offer professional development programs that are culturally relevant and address the specific needs and challenges faced by diverse educators in Qatar (Gay, 2002).
• Implement mentorship programs and support systems that provide guidance, support, and resources for diverse educators, particularly for those who are new to the country (Ingersoll and Strong, 2011).
• Develop and implement institutional policies and practices that promote diversity, inclusivity, and equity. This includes establishing diversity committees, adopting inclusive teaching practices, and creating avenues for diverse educators to take on leadership roles (Dee and Penner, 2017).
• Engage the local community in dialogs and initiatives aimed at fostering cultural understanding and acceptance, which can help integrate diverse educators into the local culture.
Previous studies have addressed similar challenges in diversity by implementing frameworks such as Culturally Relevant Pedagogy (Ladson-Billings, 1995), which emphasizes the inclusion of students’ cultural references in all aspects of learning. These strategies, along with more recent developments in inclusive curriculum design (Smith et al., 2021), provide a basis for overcoming the challenges highlighted in this research.
9 Future directions and recommendations
It is crucial for stakeholders to consider future orientations and offer recommendations that encourage diversity, inclusivity, and fairness in educator recruitment, development, and retention, particularly in Qatar, as the educational landscape continues to change. This evaluation of the literature points out areas that need more study, offers suggestions and tactics, and takes policy ramifications and potential partnerships into account.
9.1 Identification of areas for further research and investigation
To make sure that diversity, inclusivity, and equity continue to be at the forefront of educational policies and practices, continual research and analysis are required given Qatar’s rapidly changing demographics and changing educational scene. The following topics demand more analysis and study:
• More research is needed to understand the levels of cultural competence among educators in Qatar and how it affects their ability to serve diverse student populations (Gay, 2002). This includes assessing educators’ abilities to understand and interact effectively with students from different cultural backgrounds.
• Investigating the long-term impact of mentorship programs on the retention of diverse educators in Qatar would be beneficial to discern their effectiveness (Ingersoll and Strong, 2011). By understanding the role that mentorship plays in retaining diverse educators, educational institutions can make informed decisions about the allocation of resources and support.
• Understanding how educators from different backgrounds perceive and value diversity within the educational settings in Qatar is necessary for devising more inclusive policies (Hassanein et al., 2021). Surveys, interviews, and focus groups could be employed to gather insights into educators’ perspectives.
• The role of technology in promoting diversity, inclusivity, and equity in education should be explored further (Krämer et al., 2021). This includes investigating how digital tools and platforms can be utilized to foster culturally responsive teaching and learning.
• Identifying and understanding the barriers that prevent educators from engaging in professional development activities in Qatar would be beneficial. This could lead to the creation of more accessible and relevant professional development opportunities.
• Research on how to develop curricula that reflect the diverse student population in Qatar is needed (Banks, 2016). This involves integrating multicultural perspectives into the curriculum and ensuring that it is reflective of and responsive to students’ experiences.
• Investigating gender disparities in educational settings, specifically among educators, and how these disparities affect recruitment, development, and retention strategies is crucial for a comprehensive approach to diversity and inclusion (Unterhalter and North, 2017).
• A critical analysis of existing policies regarding recruitment, development, and retention of educators in Qatar, with a focus on diversity and inclusion, can provide insights into areas that require reform or further development (Amin and Cochrane, 2023).
Stakeholders in Qatar’s education system can get a deeper grasp of the current condition of diversity, inclusion, and equity among educators by concentrating on these topics for additional research and analysis. This will then make it possible to create plans and policies that effectively meet the demands and difficulties that have been identified.
9.2 Proposal of recommendations and strategies
It is essential to incorporate diversity and inclusion training as part of the continuous professional development of educators. This would enable educators to better understand and appreciate the diversity among their colleagues and students (Darling-Hammond et al., 2019). Develop a culturally responsive curriculum that reflects the diversity of the student population. Engaging diverse educators in the curriculum development process can lead to more inclusive educational content (Ladson-Billings, 1995). Implement targeted recruitment strategies to attract educators from diverse backgrounds. Additionally, provides clear pathways for career growth and leadership opportunities for diverse educators (Guarino et al., 2006). Establish cultural exchange programs that allow educators to immerse themselves in different cultures. This can foster cross-cultural understanding and collaboration among educators from various backgrounds (Romanowski et al., 2018). Develop robust support systems that help expatriate educators in adapting to the cultural and social norms of Qatar (Brewer et al., 2007).
10 Conclusion
With a focus on the hiring, training, and retention of teachers in Qatar, this review paper has examined the complex facets of diversity, inclusivity, and equity in education. The main conclusions drawn from the research emphasize the value of a varied teaching force in fostering inclusive and fair educational experiences for students. The report also addresses the difficulties and hindrances, such as systemic and cultural variables, that can obstruct efforts to achieve diversity among instructors. The requirement for focused recruitment techniques intended to draw in a varied pool of educators is one of the key conclusions. Additionally, professional development programs must focus on cultural competency and inclusive teaching methods in order to equip teachers with the skills necessary to meet the different needs of their pupils. Additionally, retaining diverse instructors depends on retention methods including mentorship programs, building friendly workplaces, and providing opportunities for professional advancement. The publication also highlights the areas that need additional study and inquiry. This involves examining educators’ cultural competence, gaging the long-term effects of mentorship initiatives, and examining educators’ perspectives on diversity. The document also offers suggestions and tactics like creating culturally sensitive curricula, starting cultural exchange programs, and involving neighborhood groups.
While the current study offers valuable insights, future research could focus on gathering comprehensive data from a broader range of institutions to validate the correlation between diversity initiatives and educational outcomes. The importance of promoting diversity, inclusivity, and equity in education in Qatar cannot be understated. With the nation’s diverse population and globalized economy, cultivating an educational workforce that reflects this diversity is integral in preparing students to thrive in a multicultural and interconnected world. It is imperative for policymakers, educational institutions, and stakeholders to collaborate and commit to creating educational environments that not only embrace diversity but actively seek it as a cornerstone of educational excellence.
Author contributions
HA-K: Writing – original draft, Writing – review & editing.
Funding
The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
Conflict of interest
The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Publisher’s note
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Keywords: diversity, inclusion, equity, recruitment, retention, Qatar’s education, development
Citation: Al-Kubaisi H (2024) Diversity, inclusion, and equity in Qatar’s K-12 schools: exploring strategic approaches for recruitment, development, and retention. Front. Educ. 9:1447784. doi: 10.3389/feduc.2024.1447784
Edited by:
Manpreet Kaur Bagga, Partap College of Education, IndiaReviewed by:
Pargat Singh Garcha, GHG Khalsa College of Education Gurusar Sudhar, IndiaAnna O. Budarina, Immanuel Kant Baltic Federal University, Russia
Copyright © 2024 Al-Kubaisi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Huda Al-Kubaisi, hudaalkubaisi@yahoo.com;huda@qu.edu.qa