Connectedness and Expectations: How minority teachers can improve educational outcomes for minority students

2013 ◽  
Vol 16 (4) ◽  
pp. 503-526 ◽  
Author(s):  
Danielle N. Atkins ◽  
Angela R. Fertig ◽  
Vicky M. Wilkins
Keyword(s):  
Minority Students ◽  
Educational Outcomes ◽  
Minority Teachers

scholarly journals Challenges of Minority Teachers in a Western Society: Experience in Austria

2016 ◽  
Vol 2 (4) ◽  
pp. 55-62
Author(s):  
Nasy Inthisone Pfanner
Keyword(s):  
United States ◽  
Secondary School ◽  
Minority Students ◽  
Minority Student ◽  
The United States ◽  
Teacher Professionalism ◽  
Western Society ◽  
Minority Teachers ◽  
The United Kingdom ◽  
Minority Teacher

The aim of this reflective article is to investigate firstly, the preconception of professionalism in teaching; secondly, whether minority teacher’s identity influences their professionalism; and, thirdly, how minority teachers affect minority students, since minority teachers face real inequality in white societies. The issue of teacher professionalism has always been controversial due to the changing nature of the profession and society’s expectations of how the profession should be. There has not been an investigation regarding minority teachers in Austria. I wish to address this gap in the research by investigating the experience of a Laotian-American in a secondary school. The investigation reveals that in spite of the efforts that governments in Canada, the United States, New Zealand, and the United Kingdom have put into recruiting minority educators, minority teacher population does not keep pace with the minority student populations. Regrettably, Austrian government does not have such a recruiting scheme. This study has the potential to raise debates about minorities in the Austrian educational system and contribute to existing discussion about minority educators in white society.

scholarly journals Language, citizenship and schooling: A minority teacher’s perspective

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Tony Burner ◽  
Audrey Osler
Keyword(s):  
Minority Students ◽  
Teaching And Learning ◽  
Language Use ◽  
Minority Teachers ◽  
Special Relationships ◽  
Minority Teacher ◽  
Inclusive Processes ◽  
Teachers Perspectives ◽  
Educational Decision Making ◽  
Teacher's Perspective

In an age in which a shift towards increased authoritarianism and populism means that citizenship is defined in increasingly exclusive ways, migrant teachers’ perspectives are vital in informing inclusive educational decision making, policies and practices. We draw on the life history tradition to present the perspectives of one minority teacher, living and working in Norway. Elif, a Turkish-Norwegian, reflects on her motivations in pursuing teaching as a career. As a multilingual minority teacher, she considers the relationships between language use, citizenship and belonging. For Elif, having Turkish roots and living in Norway presents certain advantages, possibilities and challenges, both in school and society. She suggests that her intercultural experiences and multilingual skills provide her with insights that enable special relationships with minority students, whose language skills and identities she seeks to activate and demystify. She identifies tensions between the Norwegian ideal of equality, her experiences of being minoritized by her professional peers and the mechanisms of exclusion operating among teachers to the detriment of minority students. Minority teachers’ insights inform education for social justice. Including their stories avoids distorting knowledge critical to inclusive citizenship and inclusive processes of teaching and learning.

scholarly journals Boosting Minority Teacher Recruitment and Retention for a Diverse Future STEM Workforce

2021 ◽  
Vol 18 (04) ◽  
Author(s):  
Patricia Razafindrambinina ◽  
Aditi Dubey ◽  
Paul Ellis ◽  
Rachel Lamb ◽  
Shantam Ravan
Keyword(s):  
Minority Students ◽  
Role Models ◽  
Teacher Recruitment ◽  
The United States ◽  
State Legislature ◽  
Minority Teachers ◽  
Education Attainment ◽  
Recruitment And Retention ◽  
Stem Workforce ◽  
K 12

The United States STEM workforce has yet to reflect the demographics of the larger population. This discrepancy begins at the base of the STEM pipeline with a significant lack of minority STEM K-12 teachers to serve as mentors and role models to minority students. Research has shown that minority students’ exposure to same-race teachers increased academic output and education attainment up to 32%. Unfortunately, minority teachers face a revolving-door effect: the cycle of increased recruitment countered by a high turnover amongst minority teachers compared to their white counterparts. Minority teachers who leave the profession consistently cite negative teaching environments, discrimination, and lack of support as the main drivers of their decision to quit teaching. The Maryland state legislature recently passed the Blueprint for Maryland’s Future Act, which attempts to address teacher recruitment and retention more comprehensively. Here, we go beyond the Blueprint’s baseline tools to recommend targeted strategies to recruit and retain minority STEM K-12 teachers in Maryland. Through the creation of a robust peer mentorship pipeline between new and experienced teachers, prioritization of school staff diversity and inclusion training, and the promotion of teacher autonomy, we will increase minority student education attainment and encourage the growth of a diverse STEM workforce in Maryland.

scholarly journals Recruitment, employment, retention and the minority teacher shortage

2019 ◽  
Vol 27 ◽  
pp. 37 ◽  
Author(s):  
Richard Ingersoll ◽  
Henry May ◽  
Gregory Collins
Keyword(s):  
Public Schools ◽  
Urban Communities ◽  
Minority Students ◽  
White Teachers ◽  
Teacher Shortage ◽  
Minority Teachers ◽  
Teacher Shortages ◽  
Quarter Century ◽  
Nationally Representative ◽  
Minority Teacher

This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of minority students and the percentage of minority teachers in the US. But the data also show that this gap is not due to a failure to recruit new minority teachers. In the two decades since the late 1980s, the number of minority teachers almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in disadvantaged schools have been very successful. But, these efforts have also been undermined because minority teachers have significantly higher turnover than White teachers and this is strongly tied to poor working conditions in their schools.

Urgently Needed Culturally Diverse, Rural Special Education Teachers

1994 ◽  
Vol 13 (3) ◽  
pp. 22-25 ◽  
Author(s):  
Mary Savelsbergh
Keyword(s):  
Special Education ◽  
Minority Students ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Culturally Diverse ◽  
Minority Teachers ◽  
K 12

This article addresses several issues surrounding the urgent need to recruit culturally diverse, special education teachers in our rural schools. With the increase of minority students, the number of minority teachers has not increased. It is possible that a K-12 culturally diverse child will never be educated by a culturally diverse teacher.

Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (3) ◽  
pp. 106-118 ◽  
Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman
Keyword(s):  
Traumatic Brain Injury ◽  
At Risk ◽  
Brain Injury ◽  
Educational Outcomes ◽  
School Personnel ◽  
Department Of Education ◽  
Health Providers ◽  
Accurate Identification ◽  
Transition Intervention ◽  
Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

Challenging the Multidimensional Conception of Perceived Person-Environment Fit

2020 ◽  
pp. 1-9
Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Educational Outcomes ◽  
Factor Model ◽  
Higher Order ◽  
Substantial Proportion ◽  
Unique Variance ◽  
First Order ◽  
Person Environment Fit ◽  
Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

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