She Can't Teach Us: Exploring the Complexities of Diversifying the US Teaching Force

Autor/in	Childs, David J.
Titel	She Can't Teach Us: Exploring the Complexities of Diversifying the US Teaching Force
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 55 (2019) 2, S.114-120 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2018.1559844
Schlagwörter	Diversity (Faculty); Minority Group Teachers; Elementary Secondary Education; Equal Education; Teacher Influence; Resistance (Psychology); Preservice Teacher Education; Racial Discrimination + Suchen Sie Ihr Suchwort? Resistenz; Lehramtsstudiengang; Lehrerausbildung; Racial bias; Rassismus
Abstract	There is a lack of racially and ethnically diverse faculty in US schools. It is very important to have a significantly higher diverse teacher to student ratio in American classrooms. Teachers of color offer a wide range of benefits to American schools and society. Black and Brown teachers can serve as role models, cultural mediators, and advocates. Other ways they benefit schools include, the fact that they can provide culturally based instruction and higher expectations, and can produce a positive impact on the achievement and retention of racially minoritized students. The article is the introductory essay in a special issue focused on teacher diversity in United States classrooms. In the special issue, several authors have contributed articles exploring the topic of teacher diversity within American classrooms, shedding light on the problems that exist as a result of a lack of teacher diversity in US classrooms. This article highlights the key points of each of those essays. The author begins by highlighting the troubles he underwent growing up as an African American male in American public schools. He uses his own story and experiences as a launching point to highlight the value of a more diverse teaching staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01