TEACHER DIVERSITY

Recommendations

Info

Plant, E. A., Devine, P. G., Cox, W. T., Columb, C., Miller, S. L., Goplen, J., & Peruche, B. M. (2009). The Obama effect: Decreasing implicit prejudice and stereotyping. Journal of Experimental Social Psychology, 45(4), 961-964. Ready, D., & Silander, M. (2011). School racial and ethnic composition and young children’s cognitive development. Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation Frankenberg & E. Debray (Eds), 91-113. Rumberger, R., & Palardy, G. (2005). Does segregation still matter? The impact of student composition on academic achievement in high school. The Teachers College Record, 107(9), 1999-2045. Schott Foundation for Public Education (2009). Lost Opportunity: A 50 State Report on the Opportunity to Learn in America. Villegas & Irvine (2010). Diversifying the teaching force: An examination of major arguments. Urban Review, 42: 175-192 Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban Education, 41, 427-456. ALBERT SHANKER INSTITUTE 12 THE STATE OF TEACHER DIVERSITY
Section III: What Do the National Data Tell Us About Minority Teacher Shortages? By Richard Ingersoll, University of Pennsylvania INTRODUCTION For the past several decades, shortages of minority teachers have been a big issue for the nation’s schools. Policymakers at all levels, including recent presidents, have agreed that our elementary and secondary teaching force “should look like America.” But conventional wisdom is that as the nation’s population and students have grown more racially and ethnically diverse, the teaching force has done the opposite. The result, we are told, is that minority students in the nation’s schools increasingly lack minority adult role models, don’t have sufficient contact with teachers who understand their racial and cultural backgrounds, and often lack qualified teachers of any background, because nonminority teachers eschew schools with large percentages of minorities. The minority teacher shortage in turn, we are told, is a major reason for the minority achievement gap and, ultimately, unequal occupational and life outcomes for disadvantaged students. In short, the minority teacher shortage is considered a major civil rights issue (for reviews, see Quiocho & Rios, 2000; Torres et al., 2004; Villegas & Lucas, 2004; Zumwalt & Craig, 2005). The main source of minority teacher shortages, conventional wisdom holds, is a problem with the teacher supply pipeline. In this view, too few minority students enter and complete college, and those who do have an increasing number of career and employment options aside from teaching. Moreover, when minority candidates do seek to enter teaching, this view holds, they encounter barriers—in particular, teaching entry tests, on which minority candidates historically have tended to have lower pass rates. The result is the minority teacher shortage. The prescription, understandably enough, has been to try to recruit more minority candidates into teaching. In recent decades, numerous government and nongovernment organizations have launched a variety of minority teacher recruitment programs and initiatives, including future educator programs in high schools, partnerships between community colleges and four-year teacher education programs, career ladders for paraprofessionals in schools, and alternative teacher certification programs (see, e.g., Hirsch, Koppich & Knapp, 2001; Feistritzer, 1997; Liu et al., 2008; Rice, Roellke, Sparks & Kolbe, 2008). Support for these efforts has been substantial. For instance, beginning in the late 1980s, the Ford Foundation, along with the DeWitt Wallace Reader’s Digest Fund, committed more than $60 million to minority teacher recruitment and preparation programs. Many of these initiatives have been designed to bring minority teachers into schools serving predominantly minority student populations, often in low-income, urban school districts. Some of these initiatives have been designed specifically to recruit minority men, as they are often considered to be in the shortest supply. Today, in more than half of the states, minority teacher recruitment policies or programs of some sort are in place. Despite these ongoing efforts, however, many commentators see little success, claiming that, if anything, the student-teacher diversity gap has widened (e.g., Villegas, Strom and Lucas, 2012). This raises important questions: Has the teaching force grown more diverse or less so? And if diversity has not increased, why haven’t these efforts been successful? This section seeks to address these questions. This section draws from and updates an earlier study, undertaken with Henry May, that analyzed two decades of national data from the late 1980s to 2009 on minority teacher recruitment, retention and shortages (for reports of this earlier study, see Ingersoll & May, 2011a; Ingersoll & May, 2011b). ALBERT SHANKER INSTITUTE 13 THE STATE OF TEACHER DIVERSITY
Page 1 and 2: THE STATE OF TEACHER COVER DIVERSIT
Page 3 and 4: Table of Contents Section I: Execut
Page 5 and 6: Section I: Executive Summary EXECUT
Page 7 and 8: ■■ ■■ the representation ga
Page 9 and 10: Section II: The Evidence on Teacher
Page 11 and 12: PROVIDING MINORITY STUDENTS WITH RO
Page 13 and 14: Another study of particular relevan
Page 15: Jost, J. T., Rudman, L. A., Blair,
Page 19 and 20: TABLE NAT-1: TRENDS IN THE NATION
Page 21 and 22: FIGURE NAT-3: PERCENT CHANGE IN STU
Page 23 and 24: Minority Teacher Turnover While min
Page 25 and 26: This brings us to a critical questi
Page 27 and 28: Section IV: Teacher Diversity in Ni
Page 29 and 30: ferent prisms. First, it compares t
Page 31 and 32: Figure 4 STUDENT/TEACHER REPRESENTA
Page 33 and 34: Teacher and Student Diversity in Bo
Page 35 and 36: Figure BOS-4 illustrates the trends
Page 37 and 38: any subsequent year). Where there w
Page 39 and 40: Table BOS-A Measure 2007 2008 2009
Page 41 and 42: Teacher and Student Diversity in Ch
Page 43 and 44: district schools and 2 percent in c
Page 45 and 46: public schools are approximately 10
Page 47 and 48: Table CHI-A Measure 2008 2009 2010
Page 49 and 50: Teacher and Student Diversity in Cl
Page 51 and 52: modest changes in one group’s pro
Page 53 and 54: In general, White teachers in distr
Page 55 and 56: FIGURE CLE-9: AVERAGE STUDENT FRL R
Page 57 and 58: Table CLE-B Measure 2000 2001 2002
Page 59 and 60: In 2011, our most recent year of da
Page 61 and 62: The fact that teaching is a female-
Page 63 and 64: FIGURE LA-7: SECTOR LEAVER RATES, B
Page 65 and 66: ALBERT SHANKER INSTITUTE 61 THE STA
Page 67 and 68:
FIGURE NOLA-1: SNAPSHOT OF STUDENT
Page 69 and 70:
The fact that teaching is a female-
Page 71 and 72:
Before and after Katrina, leaver ra
Page 73 and 74:
Teacher and Student Diversity in Ne
Page 75 and 76:
As Figure NYC-3 shows, differences
Page 77 and 78:
The proportion of Black new hires i
Page 79 and 80:
There were also differences among t
Page 81 and 82:
Teacher and Student Diversity in Ph
Page 83 and 84:
For example, while the proportion o
Page 85 and 86:
In the district sector, the proport
Page 87 and 88:
students were Black or Hispanic; fo
Page 89 and 90:
Teacher and Student Diversity in Sa
Page 91 and 92:
As you can see, differences in grou
Page 93 and 94:
As you can see, the proportion of n
Page 95 and 96:
varied quite a bit more by teacher
Page 97 and 98:
Section IV: Cross-City Patterns and
Page 99 and 100:
When one looks at these declines in
Page 101 and 102:
Teacher leaver rates were the prima
Page 103 and 104:
1. Boston Teacher Residency Website
Page 105 and 106:
■■ ■■ ■■ Pursuing a deg
Page 107 and 108:
4. Minority Teacher Identification
Page 109 and 110:
6. Teach Tomorrow in Oakland Websit
Page 111 and 112:
Perkins, B. H. (2003). “Today’s
Page 113 and 114:
BOTH FEDERAL AND STATE GOVERNMENT:
Page 115 and 116:
Data Appendix Section 1: Acquisitio
Page 117 and 118:
Data Appendix Section 2: Additional
Page 119 and 120:
INFORMATION ON CITY/SECTOR DATASETS
Page 121 and 122:
District and sector Years Data type
Page 123 and 124:
District and sector Years Data type
show all

TEACHER DIVERSITY

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?