The status of racial diversity within PreK-12 and higher education is a salient topic in school discourse (Ladson-Billings & Tate, 1995; Taylor et al., 2023; Wiggan et al., 2023). Over the past thirty years, in public education there have been observable increases of minority student enrollment (NCES, 2023a). The growing presence of immigrants and other minority students (i.e., Blacks, Latinx/“Hispanics,” Asian, bi/multiracial, and others), which has increased to 53% of the enrollment, suggests that the student population is becoming increasingly diverse (Bryant et al., 2017; NCES, 2023a). However, in 2023, White teachers represented 79% of the public school teacher workforce and over the last five decades, they have consistently been at least 80% of the teacher population (NCES, 2020, 2023b). This is perhaps due in part to the mass displacement of Black teachers and principals after the historic 1954 Brown v. Board of Education case. As illustrated in Figs. 1.1 and 1.2, in the 2020–2021 school year, 80% of the teachers were White. The following year [2022–2023], that number decreased slightly to 79%. However, this presents a clear contrast with the racial demographics of students in U.S. public schools, which are majority non-White.