Recruiting Minority Teachers Analysis

African American students account for the larger majority of minorities in public schools in the United States. Most areas in the northern part of the United states and coastal areas are ethnically diverse. However, down south this is not the case. Students of color will experience a harder time in the education system. African American students meet the obstacle of educators who will not want them to succeed based on a preconceived thought. In fact, Caucasian teachers make up for 85% of all

In the United States, each and every day, more minority children are born than white children. Fewer and fewer white parents are giving birth to multiple children, while many minority parents from African-American cultures to Hispanic cultures are continuing to have the same number of children, and possibly more. With all these minority children entering the U.S. education system, there is a problem current minority students are facing; there is a shortage of minority teachers. While there are minority teachers in the workforce, when Richard Ingersoll and Henry May, in their report: "The Minority Teacher Shortage: Fact or Fable?", looked at the data in 2011, they found that there is not a shortage in terms of number of teachers, but a shortage of minority teachers in the places that need them most: inner-city schools, with high minority populations. Minority students assimilate better with a teacher of the same ethnic background and the contrary view of this was highlighted in a 2012 skit by Jordan Peele and Keegan-Michael Key. The duo did a skit of an inner-city black substitute teacher inside of a middle class, almost all white classroom. Using his current cultural capital (defined as: “…the general cultural background, knowledge, disposition, and skills that are passed on from one generation to another,” (McLaren, 80,) the teacher, Mr. Garvey, acts as a disciplinarian. He takes attendance and when a student corrects his inner-city pronunciation (i.e. says “Jay-quellin”

Williams (2012) conducted a study which explored the perceptions and lived experiences of African American male teachers. Using purposeful sampling, the researcher conducted interviews with 15 African American male teachers from elementary teachers through high school in a southeast Georgia school system having 19,000 students. The ethnic diversity of the school system included about 50% African American, 40% Caucasian, 5% Hispanic, 4% multiracial, and 1% Asian students. Fifty-six percent of these students were considered economically disadvantaged and received free or reduced lunches. About 35% of the school 48 teachers in this system were African American which is five times higher than the national average (Synder, 1999 as cited in Williams,

increases in the United States, their representation is public education remains very low. For Native Americans, there has been a history of continuous underrepresentation in teaching. Women represent the most predominant representation, in gender. In 1991, 72% of the teachers were female as opposed to only 28% of male teachers. As of today, the percentage of women remains predominant. According to the NEA, 41% of teachers are black females and 42% represent while females as compared to their opposite gender 23% of the teachers are black males and 27% of teachers represent white males (NEA, 2015).The proportion of teachers of color as of today is 18% compared to two decades ago it was counted as 26% ( NEA, 2015) . According to the National

America has encountered a change within the teaching profession: concerning, experience, age, credentials, and ethnic background (Feistritzer, 2011). It is almost as if the year of 2005, overturned the trend of older employed teachers (Feistritzer, 2011). A six-year survey shows that the amount of teachers under the age of thirty has increased drastically, and that most teachers have earned master degrees. Also, although teaching has been a predominately white profession, more Hispanic and African American teachers were hired between the years of 2005 and 2011 (Feistritzer, 2011).

Given the changing racial demographics of our nation’s schools (with the white population increasingly becoming the minority) and that the main role of our teachers, most of whom are white, is shaping the education of our students, the question is: How can white teachers effectively teach students of color? Although little is known about the effectiveness of white teachers and achievement in students of color, there definitely is an underlying philosophy of multicultural education that students benefit from being taught by someone of similar race and cultural background. That being said and understood, the question remains: With the majority of teachers (those already teaching and those in college to become teachers) being white, how can

Districts could also assist in recruiting academically strong minorities to go into teaching and help to increase enrollment of minorities in teacher preparation programs. This will help in diversifying teacher staff.

Again and again, educators get a lopsided offer of the fault for issues like high dropout rates, the racialized accomplishment hole, and the school subsidizing emergency. At the point when these issues are intensified by developing ill will toward instructor unions and an educator assessment/remuneration framework based intensely on state sanctioned test outcomes, it is not hard to comprehend a developing sense of disappointment among government funded teachers, advisors and other faculty. These weights combined with developing classroom requests may leave lacking time for instructors to intentionally consider their own racial mentalities and how these demeanors might affect their understudies. What's required is an extension of formal social competency preparing to incorporate data about understood inclination and its outcomes. On the off chance that instructors and school directors know about their racial inclinations, they will be better prepared to push back against these unsafe mentalities. The issue of racial and ethnic disproportionality in school control is not new. In 1975, in one of the soonest examinations of school disciplinary approaches and practices, the Children's Defense Reserve uncovered that suspension rates for African American understudies were somewhere around two and three times higher than those for White understudies (Drack ford, 2006). Progressing research demonstrates that in numerous places, this issue has intensified, altogether. Our ability to address this and other "racialized" issues in the Nation's government funded training framework is affected by long standing racial separation what's more, verifiable racial inclination. To proactively address racial unevenness in school discipline, we should keep on

The second scholarly article, Critical Race Theory and Whiteness of Teacher Education is written by Christine E. Sleeter. This article is about how teacher education can be changed by addressing the Whiteness within it and how the targeted audience can be challenged.

The interaction with students that looked like me and shared experiences like me was one of the most awesome times of my college career. It was also nice to have professors that looked like me and speaking with them about their personal experiences of things many of us can only read about in history books. My experience in college is what students need to experience in their schools and in their classrooms. The participants in the study noted the same feelings as well. There was a connection that they could make with the students and their parents. This by far was the best article that I read because it was personal and I was able to connect more with what these students felt while going through the program. It made me think of all the things that I would have to do in order to recruit minority students to my building when I have one. How would I or would I be able to change the demographics of my building to mirror the demographics of my students? In my opinion the information contained in this article is reliable because it is authentic information from minority teachers during their time and struggle while learning how to become a teacher. I thought the article remained objective throughout and the points presented not only need to be heard by school leaders but by non-minority teachers. The goal of this source is to inform schools, both secondary and post-secondary, how and what should be done to attract and retain minorities to teacher education

Educators must work to understand the disadvantage that urban students have in school which explains the achievement gap. As urban educators , our job is to work to close the gap. This means that educators need to be worry about giving our students opportunities to learn and not their ability to learn . Argued in Young Black and Gifted is that the only factor that has shown to close the achievement gap is excellent teachers as opposed to “students, family, and cultural deficit theories” (143). Urban teachers need to hold their students to high standards and teach them how to be successful in this society. This means building personal relationships with our students and good classroom management. We need to make our students feel capable and

United States is a very diverse country, which means that our classroom will full of students from different ethnicity, race, religion, etc. This diversity affects teachers in their classrooms because they need to learn the students cultural background to use this to motivated his/her students to learn, in this case to motivate students to

From a very young age we are being educated; as children we absorb and retain as much information as possible. Until recently there wasn’t much diversity concerning the education system. Most teachers were Caucasian. However as our population grows and becomes more diverse there will be need for teachers that are bilingual or speak multiple languages. We need more Latinos and African Americans to pursue a career as educators. The more children see people of their own ethnicity being a teacher the more that career choice will become attainable to them. It is imperative to allow future generations to be exposed to different cultures.

Throughout the years there have been many people across our nation that have asked and even questioned why there are barely any male teachers in our elementary school systems. Some believe it is because males have a tendency to be less patient with children and students at a younger age. (James, 2013, p. 1) Some believe the reason is because of the past; previously the elementary school teacher professional was mainly open to women when they were able to join the workforce, “Although teaching was once a career for men, by the time women began entering the work force in large numbers in the 1960s, teaching, along with nursing, was one of very few careers open to them. But despite inroads that women have made entering previously male-dominated fields, there has not been a corresponding flow of men into teaching and nursing.” (Rich, 2014, p.1) This shows there is still a dominance of women in the teaching workforce. For instance, there are exactly

The most apparent problem seen in the education system is the that the majority of teachers, are white. “Almost half the students attending public schools are minorities, yet fewer than 1 in 5 of their