ERIC Number: ED455235
Record Type: Non-Journal
Publication Date: 2002-Feb
Reference Count: N/A
The Effectiveness of Minority Teachers on Minority Student Success.
Salinas, Jose P.
This paper examines the shortage of minority teachers and explores the high priority that exists among parents, teachers, and the business community to work toward a diversified teaching force, focusing on the U.S. Hispanic population and investigating whether minority teachers in the classroom can result in minority student success in school. The paper suggests that the extremely low percentage of minority teachers in public schools has led to a high dropout rate among minority students. The majority population generally has a difficult time understanding cultural differences. When this occurs, communication between students and teachers breaks down, leading to serious consequences. Teachers need to know how to respond to students in culturally appropriate ways. Statistics on Hispanic students show that only 50 percent will graduate from high school. Many educators agree that minority teachers are important to Hispanic students because they can act as role models, encourage students to perform better, better understand cultural differences, and break down the students' stereotypes. Colleges and universities must prepare future teachers for diversity, providing multicultural experiences and teaching students how to respond to a changing world. Universities must actively seek minority students and support them in their efforts to become teachers. (Contains 18 references.) (SM)
Descriptors: Academic Achievement, Consciousness Raising, Cultural Differences, Cultural Pluralism, Culturally Relevant Education, Diversity (Faculty), Diversity (Student), Dropout Rate, Elementary Secondary Education, Higher Education, Hispanic American Students, Multicultural Education, Preservice Teacher Education, Role Models, Teacher Influence, Teacher Recruitment, Teacher Shortage
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A