minority teachers
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2021 ◽  
Vol 18 (04) ◽  
Author(s):  
Patricia Razafindrambinina ◽  
Aditi Dubey ◽  
Paul Ellis ◽  
Rachel Lamb ◽  
Shantam Ravan

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.


2021 ◽  
Vol 12 ◽  
Author(s):  
Zhenhui Liu ◽  
Xin Li ◽  
Tonglin Jin ◽  
Qianguo Xiao ◽  
Tena Wuyun

Based on the broaden-and-build theory of positive emotions, this study explored the mediating effect of spiritual intelligence between awe and life satisfaction among Chinese primary school teachers and whether this effect was moderated by ethnicity. Participants comprised 569 teachers from 24 primary schools in southwestern China, where many of the ethnic minority groups of China reside. Awe and spiritual intelligence were found to positively predict life satisfaction among primary school teachers, while awe also indirectly influenced life satisfaction through the partial mediation of spiritual intelligence. Ethnicity was also found to moderate the relation between awe and life satisfaction, i.e., when compared with the Han teachers, there is a more significant and positive relation between awe and life satisfaction in ethnic minority teachers. These findings not only indicate the critical role of awe in promoting life satisfaction of primary school teachers but also especially show that awe embodied in the traditional cultural activities makes it easier to breed life satisfaction in ethnic minority teachers.


2021 ◽  
Vol 2 (2) ◽  
pp. 2759-2769
Author(s):  
Yolanda Ramírez Villacorta

Peru is recognized as a pluricultural and multilingual country, with more than 50 original ethnic groups (Andean-Amazonian), to which we would add Afro-Peruvians and international migrants. However, the country vision has been homogenous, around the European target and the Spanish cultural heritage, hiding cultural diversity. The relations between cultures have been asymmetric, expressed in discrimination, marginalization, exclusion, on the basis dominant-dominated opposition; majority-minority. Teachers have been trained in this vision of the country and have been oriented to transmit information from the Western world and European knowledge, without assessing ancestral knowledge of cultural groups existing in the country. Currently, we seek to change that paradigm and has incorporated the proposal of the intercultural approach for relations between cultures and also for education. The classrooms are now multicultural. The new national educational policy marks an unavoidable challenge: to create a new curricular model to train intercultural teachers, reinforcing in them didactics and competences, capable of valuing and recovering knowledge of cultural diversity, to fulfill the role of educating in interculturality and forming citizens intercultural in a double dimension: to respond to the country and to act in the context of globalization.


2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Tony Burner ◽  
Audrey Osler

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.


2019 ◽  
Vol 13 (1) ◽  
pp. 42
Author(s):  
Jesús Alejandro Tirado

As the nation’s classrooms (and the nation itself) undergo a demographic change, we have to wonder what will happen to the teaching profession and attitudes as minority teachers start to fill the ranks of this profession. This paper seeks to contribute to this work with the interviews of four Latinx teachers who are working in the New Latino Diaspora. These teachers come from a variety of fields, math, English and social studies and work in different places. Their words and ideas help us understand the ideas and practices that they implement and how they will change the classroom. Exploring these changes provides one way that we can understand what minority teachers bring to the classroom and how they can help their students learn and grow.


2019 ◽  
Vol 27 ◽  
pp. 37 ◽  
Author(s):  
Richard Ingersoll ◽  
Henry May ◽  
Gregory Collins

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.


2019 ◽  
Vol 14 (2) ◽  
pp. 272-297
Author(s):  
Steven Bednar ◽  
Dora Gicheva

Mentoring, and to a greater extent support from high-level administrators, has been shown to decrease worker turnover in general, but little is known about its differential impact on minority workers. Utilizing four waves of the Schools and Staffing Survey, we find that administrative support is most strongly associated with retention for minority teachers working in schools where minorities are underrepresented. This effect is pronounced for teachers new to the profession and those in schools with more students from low-income families or located in rural areas. The results indicate that workplace support is essential in maintaining or growing minority representation in relatively less-diverse organizations.


Author(s):  
Do Thuy Hang

Developing ethnic minority teachers team in the secondary school system in Bat Xat district, Lao Cai province, contributing to raise the intellectual level, at the same time, creating local human resources in Bat Xat district. Teacher team is a decisive factor in the home country education, a key element in the fundamental and inclusive renewal of education. However, looking at the current situation in Bat Xat district, the ethnic minority teachers team in the secondary school system are inadequate: lack of quantity; failing to meet quality standards; it does not meet the basic and comprehensive requirements of education in the district.


Author(s):  
Yuka Kitayama

This paper examines emerging far-right movements and xenophobia, and the challenges they pose for justice in education in Japan. It illustrates discourses on nationalism and cultural diversity in both education and wider society from the perspective of critical race theory. It explores the voice of educators, particularly about their concerns and uncertainties regarding xenophobia, and examines their perceptions and reactions. By focusing on the narratives of interviewees from different ethnic backgrounds, this paper investigates far-right extremism and its challenges to education from different viewpoints. Data from interviews reveals different perceptions among both majority and minority teachers regarding the culturalization and personalization of problems in the classroom. This data also suggests that due to the absence of collective strategies and visions to challenge racism, approaches to combating racism depend largely on individual teachers. Drawing from these findings, this paper argues that culturally focused discourses among teachers and politicians may conceal problems beyond culture, such as structural inequality and the legacy of colonialism.


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