ERIC Number: EJ1031776
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 27
Why Teaching Faculty Diversity (Still) Matters
Poloma, Asabe W.
Peabody Journal of Education, v89 n3 p336-346 2014
Students in schools, colleges, and universities are rapidly becoming more diverse while the teaching workforce has failed to keep pace. The underrepresentation of minority teachers on school faculties persists despite efforts by successful national teacher recruitment programs, such as the Institute for Recruitment of Teachers, to redress this persistent gap. Several factors influencing this gap, including retention, job satisfaction, and working conditions of teachers of color, are briefly summarized. However, the current economic conditions and academic job market retrenchment as well as the dramatic and ever-rising costs of graduate education in the United States threatens to affect the enrollment and aspirations of students of color interested in careers in education, despite the long-standing efforts and successes of these programs.
Descriptors: Diversity (Faculty), Disproportionate Representation, Teacher Persistence, Teaching Conditions, Job Satisfaction, Minority Group Teachers, Minority Groups, Labor Market, Economic Climate, Enrollment, Barriers, Teacher Recruitment, Faculty Mobility
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A