“82 percent of the approximate 3 and one half million school teachers are non-Hispanic white. 7 percent of teachers are non-Hispanic African American with the remaining 8 percent being Hispanic.” (Maxwell, 2014) In addition, 74 percent are female. Maxwell in his article, U.S. Schools Enrollment Hits Majority-Minority Milestone; claimed that “the lack of diversity among students creates cultural divides between students and teachers. According to Robert Cole in his book, Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners, the author claims this, “since the minority student population growth, it becomes vital for the teaching force to provide a well-roun ded education that makes every student feel included. He
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They are being asked to respect and adjust to student learning differences while at the same time, being held accountable for teaching all students the same set of standards. They are mandated to implement a range of educational practices to support all of the student’s differences. (Voltz, Sims, & Nelson, 2010) In looking at one standard for diversity from the Public Schools of North Carolina Website, it reads: “Teachers must demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. Then actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures.” (Public Schools of North Carolinas, 2016) Recently in Washington DC (2015), educators and teacher trainers held a roundtable meeting to discuss how to build a successful teaching workforce. They concluded that too many new teachers were unprepared for the classroom and lacked experience working with a diverse, low-income student population and because of this, teachers may have an adverse impact on students from differing backgrounds. (Mader, 2015) The following conclusions were …show more content…
They suggest that all inclusive content should not be separated and labeled as a distinct entity to be dealt with in a few courses or “on the job training.” A much more thorough approach would appear to be to incorporate this content into all aspects and phases of teacher-training programs. An AIE content cuts across various study areas such as evaluation, methods of instruction and testing. Separating diversity courses by providing a class within an institution often allows the concept, philosophy, and activities of an AIE to be ignored or bypassed in mainstream teaching training programs. (Grant & Chapman,
They are being asked to respect and adjust to student learning differences while at the same time, being held accountable for teaching all students the same set of standards. They are mandated to implement a range of educational practices to support all of the student’s differences. (Voltz, Sims, & Nelson, 2010) In looking at one standard for diversity from the Public Schools of North Carolina Website, it reads: “Teachers must demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. Then actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures.” (Public Schools of North Carolinas, 2016) Recently in Washington DC (2015), educators and teacher trainers held a roundtable meeting to discuss how to build a successful teaching workforce. They concluded that too many new teachers were unprepared for the classroom and lacked experience working with a diverse, low-income student population and because of this, teachers may have an adverse impact on students from differing backgrounds. (Mader, 2015) The following conclusions were …show more content…
They suggest that all inclusive content should not be separated and labeled as a distinct entity to be dealt with in a few courses or “on the job training.” A much more thorough approach would appear to be to incorporate this content into all aspects and phases of teacher-training programs. An AIE content cuts across various study areas such as evaluation, methods of instruction and testing. Separating diversity courses by providing a class within an institution often allows the concept, philosophy, and activities of an AIE to be ignored or bypassed in mainstream teaching training programs. (Grant & Chapman,