A Commentary on Increasing Minority Faculty Representation in Schools of Education

1993 ◽  
Vol 57 (4) ◽  
pp. 420-429 ◽  
Author(s):  
Jesus Garcia
1997 ◽  
Author(s):  
Stanley Nelson ◽  
Gail Pellett ◽  
Stanley Nelson ◽  
Gail Pellett
Keyword(s):  

2008 ◽  
Vol 4 (4) ◽  
pp. 62-74
Author(s):  
Linda Mensing Triplett ◽  
◽  
Diane Judd ◽  
Davina Pruitt-mentle ◽  
Arlene Bothwick ◽  
...  

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Festus E. Obiakor

AbstractHate has always been a part of our lives and world. We have rationalized about it and pretended that it is a personality difference that is not very harmful and hurtful. However, hate continues to be devastating and visible in the forms of discrimination, racism, xenophobia, linguistic superiority, religious bigotry, Messiah Complex, White supremacy, and prejudice, to mention a few. At Colleges/Schools of Education (C/SOE) and their respective colleges and universities, hate and its related problems continue to manifest themselves in these institutions in divergent ways, thereby making them unsafe, unhealthy, and uncomfortable environments to culturally and linguistically diverse (CLD) and vulnerable individuals who have been traditionally devalued, disenfranchized, disadvantaged, and disillusioned. In this article, I discuss the dangers of hate in C/SOE and recommend what we can do to boost multiculturalism in these educational environments.


1992 ◽  
Vol 59 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Christopher A. Kearney ◽  
V. Mark Durand

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.


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