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 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.

Fixing STEM Workforce and Teacher Shortages: How Goal Congruity Can Inform Individuals and Institutions

2018 ◽  
Vol 5 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Amanda B. Diekman ◽  
Tessa M. Benson-Greenwald
Keyword(s):  
Stem Education ◽  
Educational Institutions ◽  
Teacher Shortages ◽  
Recruitment And Retention ◽  
Occupational Roles ◽  
Science Technology ◽  
Education Careers ◽  
Stem Workforce ◽  
And Mathematics ◽  
K 12

As demands increase for individuals with expertise in science, technology, engineering, and mathematics (STEM), educational institutions and workplaces seek to identify strategies to recruit and retain talented individuals in STEM pathways. We investigate recruitment and retention into the STEM workforce and into primary and secondary STEM education careers by analyzing whether a particular role allows an individual to fulfill goals. The two occupational pathways reviewed here pose different goal congruity challenges: The STEM workforce seems to lack communal (other-oriented) goal opportunities, but math and science K-12 teaching seems to lack agentic (self-oriented) goal opportunities. Restructuring educational and occupational roles to maximize the pursuit of valued goals can encourage STEM recruitment and retention.

scholarly journals Recruiting Underrepresented Minorities to Chiropractic Colleges

2006 ◽  
Vol 20 (2) ◽  
pp. 123-127 ◽  
Author(s):  
Alana Callender
Keyword(s):  
United States ◽  
Minority Students ◽  
Role Models ◽  
Underserved Populations ◽  
The United States ◽  
Underrepresented Minorities ◽  
Minority Populations ◽  
Underrepresented Minority ◽  
Minority Communities ◽  
Student Groups

Background: Admissions departments at chiropractic colleges across the United States are under continual pressure to recruit students. The underrepresented minority populations in the United States are potential markets for chiropractic patients, students, and doctors. Objective: To assess the current diversity recruiting practices of the chiropractic colleges. Methods: Directors of admissions of the chiropractic colleges were polled to identify recruiting programs and their success. Results: Sixteen of the 17 colleges were polled. Nine of the respondents had no program for targeted underserved populations and seven did have such a program. Five colleges employed several methods to work with universities to recruit underserved populations. Other strategies included outreach via student groups and alumni recruiters. Conclusion: Programs to attract minority students can be created and infrastructure can be provided but they are nearly useless without role models. Encouraging alumni participation to raise awareness of chiropractic in minority communities may be a step toward a profession more reflective of America's population.

Teacher Recruitment and Retention: A Review of the Recent Empirical Literature

2006 ◽  
Vol 76 (2) ◽  
pp. 173-208 ◽  
Author(s):  
Cassandra M. Guarino ◽  
Lucrecia Santibañez ◽  
Glenn A. Daley
Keyword(s):  
United States ◽  
Empirical Studies ◽  
Teacher Recruitment ◽  
The United States ◽  
Teaching Profession ◽  
Empirical Literature ◽  
Recruitment And Retention ◽  
Show Evidence ◽  
Retaining Teachers

This article critically reviews the recent empirical literature on teacher recruitment and retention published in the United States. It examines the characteristics of individuals who enter and remain in the teaching profession, the characteristics of schools and districts that successfully recruit and retain teachers, and the types of policies that show evidence of efficacy in recruiting and retaining teachers. The goal of the article is to provide researchers and policymakers with a review that is comprehensive, evaluative, and up to date. The review of the empirical studies selected for discussion is intended to serve not only as a compendium of available recent research on teacher recruitment and retention but also as a guide to the merit and importance of these studies.

Minority Students in Teacher Education

2013 ◽  
pp. 501-516 ◽  
Author(s):  
K. L. DeSutter
Keyword(s):  
Teacher Preparation ◽  
Minority Students ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Professional Literature ◽  
Systematic Biases ◽  
The Media ◽  
Societal Level ◽  
K 12

Educating a diverse population in America’s K-12 schools continues to receive attention in the media and professional literature. Consequently, professionals within university teacher preparation programs are making continual attempts to find ways to attract students from diverse backgrounds. Yet, these attempts have not provided the needed solution to diversifying America’s K-12 teaching force. This chapter summarizes current literature regarding the lack of minority students in teacher preparation programs across the United States. The chapter explores both institutional level and societal level challenges related to attracting minority students into teacher preparation programs. Current recruitment and retention systems are explored along with discussion of other factors that pose challenges such as stereotypes, systematic biases, and competing professional opportunities. The chapter ends with a discussion related to potential solutions at both the institutional and societal level.

Fostering the Future STEM Workforce via Industry and Capstone Design Class Partnerships

2013 ◽  
Author(s):  
Christina L. Carmen ◽  
Deborah L. Fraley
Keyword(s):  
Stem Education ◽  
Engineering Students ◽  
Teaching Experience ◽  
The United States ◽  
Theoretical Concepts ◽  
Hands On ◽  
The Future ◽  
Stem Workforce ◽  
K 12 ◽  
Capstone Design

In order to promote the pursuit of Science, Technology, Engineering and Mathematics (STEM) education and careers among Kindergarten through 12th grade students (K-12), a partnership between the University of Alabama in Huntsville (UAH) and the Tennessee Valley Chapter of Women in Defense (WID)-a non-profit national security organization-has been established. The collaborative effort commenced as a result of the WID STEM Initiative (STEMi); a program that aims to actively encourage and inspire youth of the United States (US) to seek STEM careers. The UAH/WID partnership was initiated within a Mechanical and Aerospace Engineering (MAE) capstone design class at UAH that focuses upon the design and fabrication of unique and patentable products. In order to target the K-12 age groups, the UAH/WID effort centered upon the development of products that would inspire the younger students and allow them the opportunity to interact with a hands-on artifact that conveys a specific STEM phenomenon. Several of these artifacts-referred to as STEM tools-have been developed as a result of the UAH/WID collaboration and include the following: fluid flow circuit, interactive solar system, trebuchet, ballistic pendulum, pulley system, and a Wimshurst machine-to name a few. The hands-on STEM tools motivate younger students, as interacting with hardware reinforces theoretical concepts presented in the classroom. While the primary goal of the UAH/WID partnership is to develop the future STEM workforce by inspiring younger students, through hands-on STEM tool interaction, other critical benefits have resulted. Specifically, the engineering design students have garnered invaluable experience associated with meeting stakeholder expectations, designing with safety as a top-level criterion, as well as gaining teaching experience via lessons directed to the K-12 students. Survey data gathered from the K-12 students and teachers clearly indicates that the younger students are inspired and motivated to seek a STEM education and career as a result of the UAH/WID effort. The current paper provides an overview of the UAH/WID partnership, a description of the resulting STEM tools developed, and data conveying the learning outcome and impact that the UAH/WID partnership has had upon the K-12 students, their teachers, and the engineering students at UAH.

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.

Educational Transformation through Online Learning: To Be or Not to Be

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Anthony G Picciano ◽  
Jeff Seaman ◽  
I. Elaine Allen
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Instructional Quality ◽  
The United States ◽  
American Education ◽  
Institutional Mission ◽  
Educational Transformation ◽  
Related Research ◽  
Student Access ◽  
K 12

The purpose of this article is to examine online learning at the macro level in terms of its impact on American K-12 and higher education. The authors draw on six years of data that they have collected through national studies of online learning in American education as well as related research to do a critical and balanced analysis of the evolution of online learning in the United States and to speculate where it is going. Their collection of data represents some of the most extensive research examining online learning in the totality of K-20 education. Issues related to the growth of online learning, institutional mission, student access, faculty acceptance, instructional quality, and student satisfaction are explored. Of particular importance is an attempt to determine if online learning is in fact transforming American education in its essence and to speculate on the future.

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