Increasing the Racial and Ethnic Diversity of the U.S. Teaching Force

  • Ana María Villegas
Chapter
Part of the Springer International Handbooks of Education book series (SIHE, volume 3)

Abstract

Diversity is a fact of life in the United States, as evident in the student population served by the nation’s public schools. Already, students of racial and ethnic minority backgrounds account for a full one-third of elementary and secondary enrollments (National Center for Education Statistic [NCES], 1993), and it is projected that by the year 2000 nearly 40% of all school-aged youths will be of color (Hodgkinson, 1986).1 The composition of the teaching force, however, does not mirror the demographic profile of the student body. At present, racial and ethnic minorities account for approximately 13% of the teaching force (NCES, 1993). Unless active measures are taken to attract more people of color into teaching, their representation could drop to a meager 5% by the end of the century (Darling-Hammond, 1990; Smith, 1992). This striking discontinuity between the cultural backgrounds of teachers and their students has come to be seen by some as a matter with serious social and educational implications for the nation and its schools (Carnegie Forum on Education and the Economy, 1986; Hidalgo & Huling-Austin, 1993; Mercer & Mercer, 1986; Smith, 1989).

Keywords

Teacher Education Prospective Teacher Ethnic Diversity Teacher Education Program Minority Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Copyright information

© Springer Science+Business Media Dordrecht 1997

Authors and Affiliations

  • Ana María Villegas
    • 1
  1. 1.Montclair State UniversityUSA

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