Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers: An Elusive Goal

2012 ◽  
Vol 45 (2) ◽  
pp. 283-301 ◽  
Author(s):  
Ana Maria Villegas ◽  
Kathryn Strom ◽  
Tamara Lucas
Keyword(s):  
Students Of Color ◽  
Racial Ethnic

scholarly journals Expanding social cognitive career theory : academic satisfaction of female students of color in STEM

2021 ◽  
Author(s):  
◽  
Chan Jeong Park
Keyword(s):  
Ethnic Differences ◽  
Students Of Color ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Female Students ◽  
Career Theory ◽  
Academic Satisfaction ◽  
Three Samples ◽  
Social Cognitive Career ◽  
Racial Ethnic

Underrepresentation of women and students of color has been a longstanding issue in science, technology, engineering, and mathematics (STEM). Although the gender gap has narrowed in several STEM fields in recent years, female students, especially those of color, continue to face challenges in thriving in their chosen fields. The present study examined factors that contribute to these students' academic satisfaction, based on the satisfaction model of Social Cognitive Career Theory. Perceived discrimination and proactive personality were selected as an environmental obstacle and a person input in the model, respectively, as they were postulated to be especially relevant to these students. In addition, critical consciousness was included as an additional socio-cognitive variable. Data from 585 female college students of color (Mage = 21.42, SDage = 3.25; nBlack = 174, nLatina = 171, nAsian = 240) were collected through Qualtrics. Multigroup measurement invariance tests and multigroup sing were conducted to examine the racial/ethnic differences in constructs and their interrelationships. The findings showed that the three samples were equivalent at the scalar level and the proposed model fit the data from the three samples well. Significant racial/ethnic differences in several latent means and structural paths were observed. Theoretical, clinical, and institutional implications are discussed in light of the findings. Limitations and future research directions are also discussed.

scholarly journals “I Wasn’t Expecting It”: High School Experiences and Navigating Belonging in the Transition to College

2019 ◽  
pp. 216769681988211
Author(s):  
Carly Offidani-Bertrand ◽  
Gabriel Velez ◽  
Claudia Benz ◽  
Micere Keels
Keyword(s):  
High School ◽  
Emerging Adults ◽  
Students Of Color ◽  
School Context ◽  
Transition To College ◽  
College Life ◽  
High School Experiences ◽  
White Institutions ◽  
Qualitative Work ◽  
Racial Ethnic

For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There is a dearth of qualitative work examining how students of color make meaning of their racial-ethnic experiences on campus. Our article draws on a mixed-methods study of Black and Latinx emerging adults’ transition to college to investigate how high school racial-ethnic contexts shape students’ interpretations of experiences of difference on college campuses. There was substantial variation in how Black and Latinx students interpreted experiences of difference on campus and coped with their feelings of otherness, and this variation was predicted by racial-ethnic high school context.

Teacher Racial/Ethnic Diversity: Distribution of Special and General Educators of Color Across Schools

2017 ◽  
Vol 40 (4) ◽  
pp. 199-212 ◽  
Author(s):  
Bonnie S. Billingsley ◽  
Elizabeth A. Bettini ◽  
Thomas O. Williams
Keyword(s):  
General Education ◽  
Students Of Color ◽  
Ethnic Diversity ◽  
The United States ◽  
Early Career ◽  
Ethnic Composition ◽  
Teachers Of Color ◽  
Education Teacher ◽  
Teacher Workforce ◽  
Racial Ethnic

Students benefit from a teacher workforce that represents the full racial/ethnic diversity of the United States. We examine racial/ethnic composition of general education teacher (GET) and special education teacher (SET) workforce using the Schools and Staffing Survey. We find that the teacher workforce continues to be primarily White. In 2011–2012, 18% of SETs and GETS were people of color; however, 47% of students with disabilities were students of color. Among teachers of color, the majority identify as Black or Hispanic, with a smaller proportion of Hispanic SETs than GETs. Early career SETs are racially/ethnically similar to experienced SETs, while early career GETs are somewhat more diverse. There were dramatic differences across regions, type of districts, and schools; higher percentages of teachers of color taught in high-poverty and urban schools as well as in schools with higher enrollments of students of color. Results have important implications for education policy and teacher preparation.

scholarly journals A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under-Researched Factors for Students of Color

2021 ◽  
Vol 10 (9) ◽  
pp. 328
Author(s):  
Sophie Pierszalowski ◽  
Jana Bouwma-Gearhart ◽  
Lindsay Marlow
Keyword(s):  
Students Of Color ◽  
Undergraduate Research ◽  
Postsecondary Institutions ◽  
Review Of Literature ◽  
Barriers To Success ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Stem Students ◽  
Level Building ◽  
Racial Ethnic

While the benefits of undergraduate research experiences for students from underrepresented racial/ethnic groups have been well explored, more research is needed to better understand how students of color access these experiences. We summarize a non-structured review of literature that highlights barriers to success that students of color face in relation to STEM programming at the postsecondary level. Building from this, we report on a structured review of barriers to accessing undergraduate research. We discuss implications of the relative lack of research on access to undergraduate research for students of color at postsecondary institutions. We consider how barriers for the success and persistence of students of color in postsecondary STEM, overall, may manifest as barriers to accessing the undergraduate research experiences argued to help reduce these barriers. With the hope of guiding future relevant action, we put forth recommendations for researchers and practitioners.

The Myth of Colorblindness

2017 ◽  
pp. 77-99
Author(s):  
Stephanie R. Logan
Keyword(s):  
Native American ◽  
Public Schools ◽  
Students Of Color ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally Competent ◽  
Cultural Conflicts ◽  
Near Future ◽  
Racial Ethnic

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.

The Myth of Colorblindness

2021 ◽  
pp. 210-232
Author(s):  
Stephanie R. Logan
Keyword(s):  
Native American ◽  
Public Schools ◽  
Students Of Color ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally Competent ◽  
Cultural Conflicts ◽  
Near Future ◽  
Racial Ethnic

The United States is becoming a more racially, ethnically, and linguistically diverse nation. More specifically, in public schools, students of color and those of Native American ancestry are anticipated to represent the majority of the student population in the near future. In contrast to the change in student demographics, the majority of classroom teachers remain White and monolingual. The differences in racial, ethnic, and linguistic experiences of the student and teacher populations could create cultural conflicts between the two groups. In response, this endeavor is purposed to provide an instructional framework for teacher educators who are tasked with preparing culturally competent teachers for increasingly multicultural classrooms.

A Kindergarten Teacher Like Me

2017 ◽  
Vol 54 (1_suppl) ◽  
pp. 78S-101S ◽  
Author(s):  
Adam Wright ◽  
Michael A. Gottfried ◽  
Vi-Nhuan Le
Keyword(s):  
Problem Behaviors ◽  
Students Of Color ◽  
Approaches To Learning ◽  
Ethnically Diverse ◽  
Self Control ◽  
Social Emotional ◽  
Teacher Diversity ◽  
Nationally Representative ◽  
Internalizing Problem ◽  
Racial Ethnic

Our nation’s classrooms have become increasingly racially and ethnically diverse. Given these demographic changes, many policymakers and practitioners have expressed the need for increased attention to how teacher diversity might be linked to reducing racial/ethnic differences in teachers’ ratings of social-emotional skills for students of color. Using the most recent nationally representative data, we investigated whether kindergarteners have different social-emotional ratings when they had a teacher whose racial/ethnic group was the same as their own. We found that having a teacher of the same race was unrelated to teachers’ ratings of children’s internalizing problem behaviors, interpersonal skills, approaches to learning, and self-control. However, students whose teachers’ race/ethnicity matched their own had more favorable ratings of externalizing behaviors. Results are discussed in terms of implications for school disciplinary policies.

Greener than ever? A look at the newest teachers in our public schools

2021 ◽  
Vol 103 (3) ◽  
pp. 8-12
Author(s):  
Christopher Redding ◽  
Tuan D. Nguyen
Keyword(s):  
Public Schools ◽  
Teacher Attrition ◽  
Students Of Color ◽  
Subject Area ◽  
Experienced Teachers ◽  
First Year ◽  
First Year Teachers ◽  
Education Levels ◽  
Nationally Representative ◽  
Racial Ethnic

Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of students of color, which has consequences for equitable teacher assignments and teacher attrition.

Sign in / Sign up

Export Citation Format

Share Document