ERIC Number: ED451192
Record Type: RIE
Publication Date: 2001-Mar-2
Reference Count: N/A
Multicultural Concerns: A Foundations Perspective and Discussion for Teacher Educators.
Old educational paradigms may not be the best approach to reconfiguring educational programs for the 21st century. Demographic projections for school-age children for the 21st century reveal an ethnically and linguistically rich population of students. The educational system that has historically existed in the United States was neither created by the families of the immigrant populations nor driven by the goals of providing a multiethnic/multicultural education for all students. There is a lack of professors in schools of education who are trained to be sensitive to the needs of ethno-linguistic minority children. As the minority student population grows, the preservice and inservice teacher population remains white. There is also a distinct lack of ethnic diversity in the promotion of ethnic minorities into the ranks of tenured and full professor status. This is a problem for future teachers since it is difficult to produce qualified, caring new teachers within a system that does not value and promote ethnic and linguistic diversity. This paper shows that the student undergraduate enrollments in the California State University System (CSU) for the year 2000 have followed the trend in the general population: the white student population continues to shrink as ethnic minorities expand to become the "Majority" of students. By contrast, there is a lack of ethnic composition for professors teaching in a typical School of Education, and there is a distinct lack of ethnic diversity in the promotion of minorities into the ranks of tenured or full professor status. (SM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (53rd, Dallas, TX, March 1-4, 2001).