ERIC Number: ED434442
Record Type: RIE
Publication Date: 1999-Jul
Factors Affecting the Career Decision Making of Minority Teachers in Gifted Education.
Ford, Donna Y.
This report discusses factors affecting the decisions of minority groups to become teachers in gifted education. Forty-four minority teachers participated in this study. While 42 percent of the teachers reported that they currently work with gifted students, few shared their reasons. More teachers discussed why they had not become teachers of gifted students. Two themes related to social reasons and two related to personal reasons. Social reasons related to lack of administrative support and lack of gifted education programs. Personal reasons related to lack of interest and their teaching philosophy (i.e., the belief that all children are gifted). Likewise, the minority teachers identified social and personal reasons for becoming teachers of gifted students. Some teachers also shared how their experiences with special education students influenced their vocational choice. For instance, several teachers shared concerns regarding negative experiences in special education, as well as experience in working with gifted students with special needs. Social or external reasons for becoming teachers of gifted students included support and encouragement from colleagues and administration. Personal reasons included an interest in gifted students, primarily from curiosity, and a determination to demonstrate that minority teachers can be competent gifted education teachers. (Contains 38 references.) (CR)
Descriptors: Administrator Role, Decision Making, Educational Environment, Elementary Secondary Education, Environmental Influences, Gifted, Minority Group Teachers, Social Influences, Special Education, Special Needs Students, Teacher Attitudes, Teaching (Occupation)
NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.