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ERIC Number: EJ1031776
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0161-956X
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A