Common Barriers for Minority Teacher Candidates
There are certain circumstances that make it especially difficult for diverse candidates to succeed in the teaching profession. Minority students in the United States tend to be less successful in school, for various reasons, and nearly half of these children are living below the poverty line. Many qualified candidates are attracted to other more lucrative, and more prestigious careers, in areas like business, science, or math. Many minorities are drawn to the teaching profession, however, and financial considerations can be major issue for these students. A recent study stated that “scholarships or loan forgiveness might very well determine whether or not a student can pursue a college degree (Minority Teacher Recruitment, Development, and Retention, The Education Alliance at Brown University, 2004).” John Brooks Slaughter, Ph. D., also cited this problem in his recent discussion of the issue, saying that “the high price of attendance and correspondingly low levels of financial aid will discourage many, particularly those first-generation college-goers from low-income families. It has been estimated that a $1000 shift from grant to loan has as much as a 17% negative impact on retention for minority students.”
Studies also suggest that even within the “teacher pipeline” there are special difficulties for minorities. Several studies have found a disproportionate rate of attrition for minorities within this pipeline, starting in high school. One problem is a possible bias in testing procedures. One study found that “traditional ways of evaluation can be biased against minority teachers because of cultural and linguistic differences.” There is also a common perception of racism in these institutions, and diverse scholars often feel marginalized. The same paper said that “studies on the experiences of minority teacher candidates have suggested that teacher preparation institutions do not value these students.” The authors also found that fear of racial discrimination within the profession is an issue for these candidates. A lack of cultural and social support groups for diverse teachers can be another problem (Brown University, 2004).
Recruitment and retention of diverse teachers can also be a problem. A recent study cited the “isolation and lack of support that minority teachers experience when they enter the profession” as a major issue, and suggested establishing a system of social support or mentorship for these teachers (Brown University, 2004). Another study found that “minorities see themselves as outsiders in a predominantly white profession (The Need for More Ethnic Teachers: Addressing the Critical Shortage in American Public Schools, Teachers College Record, September, 2000).” For effective recruitment, researchers have recommended identifying specific target populations from which to recruit possible candidates, and “developing a strong marketing and outreach campaign,” as well as providing “support services for participating students,” and financial incentives. School-to-college partnerships have also been effective (Brown University, 2004).
The VTDSP has been partnering with Vermont institutions for higher education since 2001 to support Scholars from diverse backgrounds in a number of ways. In addition to the loan forgiveness component of our program, our staff and board members are also available to help mentor up and coming teachers, and helps to connect them within districts who are trying to diversify their staffs. The Vermont Teacher Diversity Initiative has also been working closely with the Burlington School District this past year as it makes serious and substantial changes to the way recruitment and hiring processes are undertaken.
Information for this post was based on the following sources: