Teacher’s Diversity: What it is and how to deal with it?

Teachers of Minority BackgroundAugusto Vargas

Background

• Literature on teachers disposition indicates that there is a correlation between academic achievement and the ability of a teacher to establish rapport with students and parents. The cultural, racial, linguistic, gender and class experiences that teachers bring into the classroom all shape pedagogy, praxis, and connectivity to parents and communities, and therefore, opportunities for learning.

Source: Minnesota Minority Education Partnership (MMEP)

Background con’t

• Teachers of color can have a positive influence on the achievement among Students of Color and American Indian students, especially when teachers and students share the same racial background. Teachers of color can serve as role models and “cultural translators” in classrooms and communities, and serve to counter the myth that positions of leadership in schools are better filled by Whites.

Source: Minnesota Minority Education Partnership (MMEP)

2010 Minnesota K-12 Teaching Force by Racial Classification

• White: 96.49%• Asian: 1.26%• Black: 1.00%• Latino/Hispanic: 0.85%• American Indian: 0.40%

• Source: MN Dep. Of Education, 2011.

One Concern:

• In spite of the growing diversity within the student population, Minnesota’s P-12 teaching force is overwhelming White. Less than 4% of Minnesota’s teachers are from communities of color and American Indian communities.

Source: Minnesota Minority Education Partnership (MMEP)

Another Concern:

• The percentage of people of color among Minnesota’s teaching corps has not changed over the last decade, even though students of color now comprise a larger percentage of K-12 enrollments.

Source: Minnesota Minority Education Partnership (MMEP)

Some Data:

• In 2011-12, the amount of teaching licenses in all subjects recommended to the State of Minnesota was:

• Initial License: 3,062• Additional License: 512• Total: 3,574

Source: MN Teacher Ed. Program Data – Measures of Teacher Quality in Minnesota (MTQM)

Ethnicity of active students in MN teacher education program in 2011-12

Source: Measures of Teacher Quality in Minnesota (MTQM)

Ethnicity of students who completed Minnesota teacher education programs 2011-12

Source: Measures of Teacher Quality in Minnesota (MTQM)

Prognostic:

• By 2050, there will not be an ethnic majority in the USA, and to ensure that the unprecedented growth of communities of color also yields future prosperity, we need to work to close racial disparities across the board with innovative ideas that work for all. This should include a better ethnical correlation between population, communities, students and urban teachers.

Source: Center for American Progress

Percentage point gap between teacher of color and students of color

Source: Center for American Progress

Average gap

Understanding the Data:

• There is a point percentage gap between teachers of color and students of color in all States of USA, that means: Points % Students of Color minus Points % Teachers of Color is always > 0

• MN is in 21 Percentage Points ranking which is average.

• There is also a big Teacher Program Enrollment Vs. Licensure Granted gap based on the ethnicity every year.

We need to work on this issue.

• Creating better conditions for minorities and the people of color to get into teaching is necessary.

• A more diverse teaching force would be more representative of the real community and student population, so more opportunities that lead into the teaching careers for minorities are important.

• To develop programs like Metro State does help to close these gaps and increase the quality, diversity and representation in teaching, community and schools.

How to deal with this? What to do?

• Let’s see this video:

• http://youtu.be/WNec8WLydqY

Some ideas for diversifying the teacher workforce:

• As almost every state have a large teacher diversity gap, new alternative route programs for licensure in teaching can help to ensure diversity (e.g. Teach for America).

• It is necessary to support and fund teacher preparation programs for low income and minority teachers (e.g. grants).

• Reducing the cost of becoming a teacher, creating non for profit organizations that can work in finding talent in low income/minorities population and easier alternatives for getting into the field.