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.

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 Racial/Ethnic Diversity in Academic Public Health: 20-Year Update

2019 ◽  
Vol 135 (1) ◽  
pp. 74-81 ◽  
Author(s):  
Melody S. Goodman ◽  
Christine M. Plepys ◽  
Jemar R. Bather ◽  
Rita M. Kelliher ◽  
Cheryl G. Healton
Keyword(s):  
Public Health ◽  
Native American ◽  
Ethnic Diversity ◽  
Role Models ◽  
Ethnically Diverse ◽  
Ethnic Composition ◽  
Public Health Workforce ◽  
Percentage Points ◽  
Race Ethnicity ◽  
Racial Ethnic

Objective: This study is a follow-up to an examination of the racial/ethnic composition of public health students (1996) and faculty (1997) at schools of public health that was conducted 20 years ago. We examined data on the race/ethnicity of students, graduates, and faculty among Association of Schools and Programs of Public Health (ASPPH)–member institutions during 2016-2017 and how these data have changed in the past 20 years. Methods: We obtained data on the race/ethnicity of students (in 1996 and 2016), graduates (in 1996 and 2016), and faculty (in 1997 and 2017) at ASPPH-member institutions from the ASPPH Data Center. We tabulated frequencies, percentages, and 20-year percentage-point changes by race/ethnicity. We examined data for all current ASPPH-member institutions and for comparable subcohorts of 1996 and 1997 member institutions that are current ASPPH members. Results: In graduate student enrollment, the 20-year increase in each nonwhite racial/ethnic subgroup was ≤5 percentage points. Among tenured faculty, the 20-year increase was greatest among Asians (8 percentage points) but was <3 percentage points for black, Hispanic, and Native American faculty. Conclusions: The increasing racial/ethnic diversity among students, graduates, and faculty in schools and programs of public health contributes to parallel increases in racial/ethnic diversity in the public health workforce. Schools and programs of public health should recruit clusters of racial/ethnic minority students using holistic application review processes, provide enrolled students with racially/ethnically diverse role models and mentors, and dedicate staffing to ensure a student-centered approach. In addition, those who mentor racially/ethnically diverse students and junior faculty should be rewarded.

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.

Measuring racial-ethnic diversity in California's nonprofit sector

2009 ◽  
Author(s):  
Carol J. De Vita ◽  
Katie L. Roeger ◽  
Max Niedzwiecki
Keyword(s):  
Ethnic Diversity ◽  
Nonprofit Sector ◽  
Racial Ethnic

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 Cystatin C Trajectories Among Middle-Aged and Older Americans

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 514-515
Author(s):  
Erfei Zhao ◽  
Eileen Crimmins ◽  
Jennifer Ailshire ◽  
Jung Ki Kim ◽  
Qiao Wu
Keyword(s):  
Cystatin C ◽  
College Graduates ◽  
Ethnic Difference ◽  
Socioeconomic Differences ◽  
Older Americans ◽  
Growth Curve Models ◽  
Racial Ethnic ◽  
Retirement Study ◽  
Over Time

Abstract Deterioration in kidney functioning is associated with aging and is a major risk factor for mortality and other poor health outcomes. Medicare expenses for poor kidney functioning are about 100 billion dollars every year. High Cystatin-C is an indicator of poor kidney functioning. We do not know if cystatin-C increases gradually as an individual ages. We use the Health and Retirement Study 2006/2008 Biomarker sample with follow-up for 8 years to examine this. Demographic and socioeconomic differences in trajectories of Cystatin-C trajectories were examined for 22,984 participants aged 50 and older. Growth curve models reveal that, although Cystatin-C increases with age (beta=0.025, p&lt;0.001), the annual increase varies by age (60-69 = 0.005, 70-79 = 0.013, 80+ = 0.017, p&lt;0.001), controlling for other socioeconomic variables. Cystatin-C increases faster for males than females. Cystatin-C of non-Hispanic Whites is lower than non-Hispanic Blacks but higher than Hispanics; there is no racial/ethnic difference in change over time. People who spent fewer years in school have higher Cystatin-C, and college graduates have slower growth in Cystatin-C compared to people who did not graduate from high school. These novel findings highlight the disparities in the process of kidney aging among older Americans.

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