A01=June Gordon
african
African American Male Teacher
African American Teachers
African Americans
american
asian
Asian American Teachers
Asian Americans
Asian Teachers
Author_June Gordon
Black Male Teacher
Black Teachers
Category=JHMC
Category=JNK
Category=JNT
community attitudes education
education
educational equity
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Follow
Future Teachers
GPA
Grade Point Average
ILI
informants
latino
Latino Informants
Latino Teachers
LEP Student
Low GPA
minority teacher recruitment
Minority Teachers
Mulatto
Native American Teachers
Native Teacher
Prep
qualitative interviews
schools
sociocultural barriers teaching
teacher
Teacher Education Programs
teacher pipeline diversity
teachers
underrepresented groups teaching profession
urban
Wo
Young Man
Product details
- ISBN 9780750709965
- Weight: 204g
- Dimensions: 156 x 234mm
- Publication Date: 16 Mar 2000
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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One of the major concerns in education at present is how to recruit and attract more teachers from ethnic minorities. In an attempt to move beyond the superficial and simplistic responses as to why these students are not entering teaching this book presents in-depth interviews with over two hundred people from four ethnic groups: African Americans, Native Americans, Asian Americans and Latinos.
These interviewees, many of them teachers or education professionals, express their attitude towards teaching and their understanding of why others may not choose teaching as a career.
One of the most significant and surprising findings is that, regardless of academic or socio-economic standing, students from these ethnic groups tend not to be encouraged to enter the teaching profession by their own families communities and peers. The book concludes with a discussion of programmatic changes and calls for the reconceptualization of the role of teachers. Such changes can only arise out of a fundamental change in attitude of communities of color towards teaching which must be led by teachers themselves.
