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.

Human Resource Development for Racial/Ethnic Diversity: Do School Systems Value Teachers of Color?

2018 ◽  
Vol 20 (3) ◽  
pp. 345-358 ◽  
Author(s):  
Conra D. Gist
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Ethnic Diversity ◽  
Professional Growth ◽  
Resource Development ◽  
The United States ◽  
Teaching Profession ◽  
School Systems ◽  
Teachers Of Color ◽  
Racial Ethnic

The Problem The small representation of Teachers of Color in comparison with their White counterparts continues to trouble the teaching profession. Since Teachers of Color often have a vital impact on student engagement and academic outcomes, there is a pressing need to identify policies and practices that increase recruitment and retention. The Solution Given the current state of racial/ethnic teacher diversity in the United States, human resource development scholarship can be informative for addressing teacher retention. The Diversity Intelligence (DQ) and People as Technology (PT) Conceptual Model, as human resource development conceptual tools, are useful for understanding ways to support the academic and professional growth of Teachers of Color. These models are positioned to advance educational leaders’ and human resource professionals’ understandings of the ways in which the education field works to increase the number of Teachers of Color who enter and remain in the profession. The Stakeholders School leaders, policymakers, human resource development professionals and researchers, and reformers can better understand how school systems value (or do not value) Teachers of Color.

Diversity Issues and the Special Education Teaching Force: Advancing the Discussion

2019 ◽  
Vol 40 (4) ◽  
pp. 261-264
Author(s):  
Deborah L. Voltz
Keyword(s):  
Special Education ◽  
Ethnic Diversity ◽  
Special Education Teacher ◽  
Special Issue ◽  
Education Teacher ◽  
Diversity Issues ◽  
Teacher Workforce ◽  
Racial Ethnic ◽  
Teaching Force

This piece is a commentary on the papers included in the special issue on the racial/ethnic diversity of the special education teacher workforce.

scholarly journals Understanding Racial/Ethnic Diversity Gaps Among Early Career Teachers

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841984844 ◽  
Author(s):  
Christopher Redding ◽  
Dominique J. Baker
Keyword(s):  
Ethnic Diversity ◽  
College Graduates ◽  
College Major ◽  
Early Career ◽  
Early Career Teachers ◽  
College Major Choice ◽  
Percentage Points ◽  
Teacher Workforce ◽  
Racial Ethnic ◽  
White College

The growing evidence on the importance of teacher representation points to the need to better understand the factors shaping the lack of racial/ethnic diversity in the teacher workforce. In this study, we examine the extent to which college major choice explains racial/ethnic gaps in teaching. Drawing on data from the Baccalaureate and Beyond Longitudinal Study, we find that White college graduates are close to twice as likely to major in education compared to Black, Latinx, and other graduates of color. Even among college graduates, respondents who identify as White are 5 percentage points more likely to enter teaching than respondents who identify as Black and 2 percentage points more likely to enter teaching than graduates who identify as Latinx. Regression and decomposition analyses demonstrate that the observed racial/ethnic gaps in entry to teaching can largely be explained by whether a graduate studied education in college.

scholarly journals The Bridging Activity of Multiracial Congregations

Religions ◽  
2019 ◽  
Vol 10 (3) ◽  
pp. 204
Author(s):  
Edward Polson ◽  
Rachel Gillespie
Keyword(s):  
Social Capital ◽  
Ethnic Diversity ◽  
Social Trust ◽  
Ethnic Composition ◽  
Religious Congregations ◽  
Bridging Social Capital ◽  
Service Programs ◽  
Multiracial Congregations ◽  
The Relationship ◽  
Racial Ethnic

The growing diversity of U.S. communities has led scholars to explore how racial/ethnic diversity effects social capital, civic engagement, and social trust. Less is known about the relationship between diversity and the work of community-based organizations (CBOs). In this study, we examine how the racial/ethnic composition of one ubiquitous type of CBO, religious congregations, is related to measures of organizational bridging social capital. Analyzing data collected through a census of congregations in one Midwestern county, we explore the relationship between racial/ethnic diversity and the bridging activity of religious congregations. We find that multiracial congregations are more likely to be involved with externally focused service programs, tend to support a larger number of programs, and report more interorganizational collaborators than other congregations. Our findings suggest that multiracial congregations can provide a valuable resource for increasingly diverse communities and civil society.

scholarly journals Do Black Lives Matter in the American Public’s Mitigation Responses to the Covid-19 Pandemic? A Cross-Sectional Analysis of Mask Wearing and Racial/ethnic Disparities in Deaths from COVID-19 in the United States

2021 ◽  
Author(s):  
Berkeley Franz ◽  
Adrienne Milner ◽  
Jomills H. Braddock
Keyword(s):  
Public Health ◽  
Residential Segregation ◽  
Ethnic Disparities ◽  
The United States ◽  
Ethnic Composition ◽  
Cross Sectional ◽  
Public Health Challenges ◽  
History Of ◽  
Sectional Analysis ◽  
Racial Ethnic

Abstract Background: Anti-black and anti-Hispanic attitudes in the U.S. must be included in efforts to understand resistance to public health measures, such as mask wearing, during the COVID-19 pandemic. Focusing on the structural and individual context of racism will enable us to improve public health and better prepare for future public health challenges. The purpose of this study was to determine the relationship between mask usage, racial segregation, and racial disparities in COVID-19 deaths.Methods: We used linear regression to assess whether the racial/ethnic composition of deaths and residential segregation predicted Americans’ decisions to wear masks in July 2020. Results: After controlling for mask mandates, mask usage increased when the White death rates relative to Black and Hispanic rates increased. Conclusions: Mask wearing may be shaped by an insensitivity to Black and Hispanic deaths and a corresponding unwillingness to engage in health protective behaviors. The broader history of systemic racism and residential segregation may also explain why white Americans do not wear masks or perceive themselves to be at risk when communities of color are disproportionately affected by COVID-19.

scholarly journals Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines

2018 ◽  
Vol 70 (1) ◽  
pp. 13-25 ◽  
Author(s):  
Conra D. Gist ◽  
Margarita Bianco ◽  
Marvin Lynn
Keyword(s):  
Teacher Development ◽  
Ethnic Diversity ◽  
Teachers Of Color ◽  
Policy Practice ◽  
Making Sense ◽  
Grow Your Own ◽  
Community Activists ◽  
Different Types ◽  
Racial Ethnic ◽  
Recent Policy

Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents mentors) and making sense of findings over a continuum of teacher development (e.g., recruitment, preparation, induction, and retention). Based on a research synthesis within and across GYO program teacher pools, we argue implications for policy, practice, and research that should accompany increased recommendations for expanding GYO models for Teachers of Color.

Worshiping across the Color Line: The Influence of Congregational Composition on Whites’ Friendship Networks and Racial Attitudes

2018 ◽  
Vol 5 (1) ◽  
pp. 100-114 ◽  
Author(s):  
Edward C. Polson ◽  
Kevin D. Dougherty
Keyword(s):  
Ethnic Groups ◽  
Ethnic Diversity ◽  
Ethnic Composition ◽  
Friendship Networks ◽  
Color Line ◽  
Recent Scholarship ◽  
Multiracial Congregations ◽  
Race Ethnicity ◽  
American Society ◽  
Racial Ethnic

Religious participation has reinforced the color line in American society for generations. Despite rising racial and ethnic diversity across U.S. communities, most Americans continue to belong to congregations composed primarily of others from their own racial/ethnic groups. Yet recent scholarship suggests that the presence of multiple racial or ethnic groups in the same congregation is increasing. The authors examine how the racial/ethnic composition of U.S. congregations is related to white attenders’ friendship networks and comfort with other racial/ethnic groups (i.e., blacks, Hispanics, and Asians). Using national survey data, the authors find that whites in multiracial congregations report more diverse friendship networks and higher levels of comfort with nonwhites than do whites in nonmultiracial congregations. However, the influence of worshipping with another race/ethnicity seems to be most pronounced for whites in congregations with Hispanics. Moreover, neighbors and friends of other races have more impact on whites’ friendship networks and attitudes than do congregations. The authors discuss implications of these findings for understanding U.S. intergroup relations and the potential of congregations to address the color line.

Perceiving demographic diversity as a threat: Divergent effects of multiculturalism and polyculturalism

2019 ◽  
Vol 23 (7) ◽  
pp. 1014-1031
Author(s):  
Hannah J. Osborn ◽  
Nicholas Sosa ◽  
Kimberly Rios
Keyword(s):  
Ethnic Diversity ◽  
The United States ◽  
White Americans ◽  
Demographic Diversity ◽  
Donald Trump ◽  
Political Views ◽  
The Us ◽  
Political Conservatism ◽  
Racial Ethnic ◽  
Political Figure

The growing racial/ethnic diversity in the United States can be perceived as threatening to White Americans. The present work examines how interethnic ideologies—different ways of framing ethnic diversity—moderate perceptions of threat and political conservatism among White Americans exposed to a passage about the US becoming a “majority-minority” nation. Across 3 studies, we found divergent effects of multiculturalism and polyculturalism within the context of growing diversity. Priming multiculturalism increased perceived threats to the ingroup’s power and status, which in turn led to greater endorsement of conservative political views (Studies 1 and 3) and warmer feelings toward a conservative political figure (i.e., Donald Trump; Studies 2 and 3); however, these relationships were attenuated and sometimes reversed among participants primed with polyculturalism. We discuss implications for how interethnic ideologies influence White Americans’ threatened responses to increasing diversity.

scholarly journals 311. Hepatitis C Screening Within a Large FQHC Network in Brooklyn, New York: How We Measure Across an Ethnically Diverse Population

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S166-S166
Author(s):  
Jesica Hayon ◽  
Isaac Dapkins ◽  
George Shahin ◽  
Doreen Colella ◽  
Morris Jrada ◽  
...  
Keyword(s):  
New York ◽  
Hepatitis C ◽  
Treatment Options ◽  
Compliance Rate ◽  
New York State ◽  
The United States ◽  
Ethnic Composition ◽  
Hispanic Population ◽  
Asian Ethnicity ◽  
Racial Ethnic

Abstract Background With over 100,000 unique lives and 600,000 visits in 2018, The Family Health Centers at NYU Langone (FHC) is one of the largest Federally Qualified Health Center network based primarily in Southwest Brooklyn New York. Within the catchment area 48% of the population report being born out of the United States, with 30% of the population describing themselves of Asian ethnicity and 42% as Latino [1]. Effective January 1, 2014 New York State law mandated hepatitis C screening to be offered to every individual born between 1945 and 1965 receiving health services. Now five years later, with the advancements in treatment options and increased access for patients where cost has become prohibitive we retrospectively reviewed how our performance has been prior to embarking on a goal of 60% screening compliance. Methods We performed a retrospective chart review looking at a denominator of patients born between 1945 and 1965 who were seen in the FHC for a visit in 2018. Patients who were previously screened since 2016, have a diagnosis of hepatitis C, history of hepatitis C documented in either past medical history, problem list or ICD code were excluded. Data abstraction for compliance in the numerator included patients who have a resulted hepatitis C antibody or have indicated current treatment (with a hepatitis C viral load). Results 51% of patients based on the aforementioned methodology have been screened in 2018. 11,577 patients were eligible with 650 patients having a documented refusal. 261 new diagnosis were made in 2018 and compliance for non-screened patients without any prior screening was 35%. Regarding racial/ethnic composition of the practice sites compared with patients screened, one practice site with an 87% Asian non-Hispanic population had a 35% compliance rate with screening where as the most predominate Hispanic population site (81% of total patients seen) had a 54% compliance rate. Conclusion Overall screening rates within the network are commendable, yet more work is being done to drive provider awareness on the need for compliance. Differences in racial/ethnic backgrounds and compliance of screening completion can be seen within the FHC network. Current efforts are focused on increasing culturally appropriate awareness amongst the patient population as well as the providers. Disclosures All authors: No reported disclosures.

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