Increasing Racial Diversity in the Teacher Workforce: One University's Approach

Autor/inn/en	Hrabowski,, Freeman A., III; Sanders, Mavis G.
Titel	Increasing Racial Diversity in the Teacher Workforce: One University's Approach
Quelle	In: Thought & Action, (2015), S.101-116 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8475
Schlagwörter	Student Diversity; Diversity (Faculty); Ethnic Diversity; College Faculty; Minority Group Students; Racial Differences; Partnerships in Education; Scholarships; STEM Education; Teacher Certification; Teacher Education Programs; Whites; African Americans; Hispanic Americans; Asian Americans; Maryland + Suchen Sie Ihr Suchwort? Fakultät; Rassenunterschied; Hochschulpartnerschaft; Scholarship; Stipendium; STEM; White; Weißer; Afroamerikaner; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	In 2014, for the first time in U.S. public schools, the percentage of Hispanic, African American, Asian, and other students of color exceeded the percentage of white students, creating a majority-minority system that reflects the mosaic of cultures, experiences, languages, and religions that characterize this nation. In stark contrast, an overwhelming number of their teachers--84 percent -- are white. In fact, more than 40 percent of public schools in the U.S. do not have a single teacher of color. This student-teacher diversity gap, also referred to as the demographic gap, has drawn increased attention from educators and parents over the past three decades. Yet it remains pronounced, requiring intentional action from critical stakeholders, including federal and state policymakers, school system officials, and faculty and administrators in schools, colleges, and departments of education in partnership with colleagues throughout the university. In this article, the authors describe the extent of the diversity gap nationally and in the state of Maryland, where their campus--the University of Maryland, Baltimore County (UMBC)--is located. They further describe how the framework that emerged from UMBC's Meyerhoff Scholars Program has been applied to their Sherman STEM Teacher Scholars Program, designed to increase the diversity of UMBC's teacher candidates in science, technology, engineering, and mathematics (STEM) certification areas. Finally, they discuss plans to expand their use of the framework to increase the diversity of teacher candidates across all certification areas offered at the university. (ERIC).
Anmerkungen	National Education Association. 1201 16th Street NW Washington, DC 20036. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01