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Teacher Diversity (Cherng/ Importance of Minority Teachers (A study was…

- - - - The finding from this article that, on average, all student groups have more positive ratings of minority teachers, including White students and Asian American students, suggests that minority teachers can translate their experiences and identities to form rapports with students that do not share the same race or ethnicity. (Cherng, 2016,6)
      - Overall, results in Tables 3 and 4 echo those of Table 2: There is consistent evidence that students have more favorable perceptions of minority teachers than White teachers. In virtually all models, Latino teachers are more positively perceived by students across the seven outcome measures. Students perceive Black teachers more than their White peers to hold students to high academic standards and support their efforts (Cherng, 2016, 5)
    - - The ethnicity that found to be the most favored were Black teachers, as they had the approval from at least some people in every ethnicity
    - - The MET study collected data on 2,756 teachers in 317 schools in 6 U.S. school districts during the academic years of 2009– 2010 and 2010–2011. The study focused on English language arts and mathematics teachers in Grades 4 through 9 but also included ninth-grade biology teachers. (Cherng, 2016, 2).
      - We address this question using a secondary analysis of the Measures of Effective Teaching (MET) longitudinal database. The MET study administered an extensive survey soliciting students’ perceptions of their teachers’ instructional practices (Bill and Melinda Gates Foundation, 2012). (Cherng, 2016, 1).
- - - - The sample that was observed consisted of all students who identified as and presented themselves as White, consisting of 218 students. The Spring cohort also contained 17 non-white students who are not part of the sample. A great majority of the students (83 per cent) in the course were women. The diversity in the class consisted of some regional diversity, but most of the students were from the Southeast United States, specifically, Alabama and Georgia, coming from mostly homogeneous primarily white middle to upper class communities according to their essays. (Abdullah, 2015,36).
      - We examined 218 student reflection essays from all students enrolled in a Foundation of Education course during one Spring semester. (Abdullah, 2015,36)
        
        This is one of the first courses education majors are required to take at the University. The essays we studied were a requirement of the course and therefore needed to be completed in order for students to pass the course. (Abdullah, 2015,36)
    - - Given this conundrum, Colleges and Schools of Education, like this one, may want to consider studying further how they can bring about change in the way that they educate pre-service teachers that have grown up inside the bubble of sameness that renders them less than competent to work as teachers in non-white environments. (Abdullah, 2015,40).
      - The study found that there is such a thing as White Disadvantage in teaching, which stems from a potential teachers racially and ethnically isolated upbringing.
      - Pre-service teachers should also be exposed to multiple diverse populations in their practice and service learning experiences. Educations programs should facilitate more developmentally appropriate service learning, and require professionally relevant service learning with observation components before students can earn their license.
    - - The codes that emerged were based on how this group described their experiences. (Abdullah, 2015,37).
        
        Racial identity,[15] education level [20], community [20], service location [13], diversity [15], gender [5], and assumptions [10], were the most commonly identified themes. The common themes were then pared down further to examine how these themes might contribute to the emerging theory on White Disadvantage. (Abdullah, 2015,37).
      - Pre-service teachers’ service-learning reflections give even greater insight to their attitudes about people who do not share their background and experiences. Students referred to some of the people that they worked with based on stereotypes that they may have learned in their various communities. (Abdullah, 2015,37).
        
        A majority of the students found it hard to empathize with the some of the people that they worked with and maintained a “them versus us” mentality, evidenced by some of their comparisons across racial lines and the use of words like “them”, “those people”, “American” when referring to themselves and related terms that create clear divisions between the preservice teachers and the people they worked with on their service learning projects. (Abdullah, 2015,37).