Diversity in Education
PART 1:
A. Topic: Diversity in Education
B. Purpose: To diversify the Teaching force
C. Audience: Individuals seeking a career in the Education field
D. Solution: Provide scholarships for minority students to become a teacher / wage raise for teachers
PART 2:
A. Ethos: It has been said and reported that minority teachers become role models for their students since they want to improve the academic status of students of color.
-”Beyond the role model function and the culturally-inspired practices discussed above, teachers of color have also been shown to contribute to the education of students of color by reducing the acute shortage of educators for high-minority urban schools (Villegas and Irvine, 2010).
B. Pathos: Many studies have been conducted where African Americans and Latino teachers may be the minority in the U.S. educator workforce, but new studies have found that they may also be the most effective.
-”Because of their familiarity with the minority culture, minority teachers have an important monitoring function; they recognize earlier when minority students are having problems and when intervention is necessary (Driessen, 2015).
C. Logos: Many research has shown that minority students succeed more if taught by a minority teacher.
-”The analyses showed that the reading scores of the African-American students at the end of kindergarten and the growth between kindergarten and fifth grade were significantly higher when they had been taught by at least one African-American teacher” (Driessen, 2015). -Teach for America Recruitment Team
-”According to 17 experienced African-American teachers whose ages ranged from 45 to 85 years, their former teachers in segregated schools were caring individuals who treated pupils respectfully and had the highest academic expectations of them” (Foster, 1933). -Ethnographic Study.
-”In a study of 541 teachers in one California elementary school district, it was reported that African-American teachers were more likely than White teachers to remain in low-performing, high-minority schools” (Horng, 2005).
D. Advocacy:
-”Teachers of color have often experienced inequality and alineation in their own schooling and can relate to students of color in ways that White teachers cannot” (Nieto, 1999).
-”The evidence suggests that compared to White teachers, educators of color appear to be more committed to teaching students of color, more drawn to teaching in difficult-to-staff urban schools, and more apt to persist in those settings” (Villegas and Irvine, 2010).
-Minority teachers hold a big power inside them, and that is the power of knowlege!