ERIC Number: ED228698
Record Type: RIE
Publication Date: 1982-Dec
Reference Count: 0
Race and Educational Employment.
Richards, Craig; Encarnation, Dennis J.
Using quantitative analysis, researchers studied the patterns of employment and assignment for Black, Anglo (White), and Hispanic teachers in California's public schools. After reviewing data on minority teacher and professional employment in the national public and private sectors and in California teaching, the authors discuss alternative explanations of minority employment patterns, based on either supply or demand factors. Using Multinomial Logit Analysis, they construct a mathematical model of the interrelationships among teacher employment and assignment, teacher race, and minority student desegregation. Data on school educational level, racial and ethnic changes in the student population, and teacher race, sex, education, experience, and bilingual certification were gathered from the 1981 survey of all California public school teachers. The authors find that teachers are assigned on the basis of schools' racial composition; that changes in the population of Anglo, Black, and Hispanic students contribute to racially based teacher employment and assignment; and that bilingual education programs help increase the segregation of Hispanic teachers into schools with larger percentages of Hispanic students. Implications for social theory and public policy are briefly discussed. An appendix offers further explanation of the mathematical model. (RW)
Descriptors: Bilingual Education Programs, Blacks, Elementary Secondary Education, Hispanic Americans, Mathematical Models, Racial Composition, State Surveys, Students, Tables (Data), Teacher Distribution, Teacher Employment, Teacher Integration, Teacher Supply and Demand, Teachers, Whites
Publications, Institute for Research on Educational Finance and Governance, School of Education/CERAS Building, Stanford University, Stanford, CA 94305 ($3.00).
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Note: Prepared for the Annual Meeting of the American Political Science Association (Denver, CO, September 2-5, 1982).