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• W137186063 abstract "All university professors working in teacher certification hope their efforts can make a positive impact on the public school systems in which their candidates begin their careers. Such impact is difficult to witness or assess, but at Central Washington University where a 2009 Future Teacher Academy (FTA) was begun with Washington State's Renton School District, there has been an immediate, positive connection between a university and public school district. A Recruiting Washington (RWT) grant funded the partnership program to begin a process of introducing minority high school students to teaching careers. The Academy, involving university courses and field experiences, has proven to be an exciting first step in a process to increase the numbers of minority teacher candidates to meet the growing numbers of minority public school students. The Numbers Diaz, Pelletier, and Provenzo (2006) report that in 1999 minority teachers represented about 9 % of U.S. public teachers, and that number is expected to drop in ensuing years. A 2009 study showed that in less than three decades, a majority of children will likely belong to race-ethnic minorities, primarily due to immigration and childbearing of immigrants and their descendants (Hernandez, Denton & McCartney, 2009). Conversely, the candidates who make up the current and next generation of teachers are not keeping pace with the diversity ratio of students in the P-K 12 public school classrooms. Simply stated, fewer culturally diverse students are entering teaching at a time when numbers of ethnic students are increasing in the public schools (Diaz et al., 2006). This is problematic for minority students and the white teachers who dominate the teaching corps of the P-K 12 schools. It is time to address the severe underrepresentation of minority teachers in today's teaching force. Despite the best intentions, white teachers do not have the experiences needed to understand their students' backgrounds (McNulty & Brown, 2009). McNulty and Brown (2009) discuss research studies indicating minority teachers can translate the culture, create a sense of school belonging and develop a sense of school community for minority children. Ladson-Billings (2005) supports this argument stating that the demographic and cultural mismatch makes it difficult for teachers to be successful with P-K 12 students and makes it almost impossible for teacher educators to be successful with prospective teachers. According to a National Education Association report (Hill, Bachler, Allen, & Coble, 2004), Teachers of color tend to teach in schools with a high number of ethnic diversity and students achieve at a higher rate if they are taught by teachers that represent their racial background (p.5). As student enrollment has increased in Washington State over the past ten years, so has the number of teachers employed in Washington. Nearly 57,000 teachers worked in Washington during the 2007-08 school year, up from slightly more than 50,000 in 1996. The majority of these teachers were white (93%), a statistic that has changed by only one percentage point during the last ten years. Some growth in Asian/Pacific Islanders and Hispanic teachers and students for the period 1996 to 2007 is seen in Table 1 below. Similarly, Table 1 illustrates the gap between students and teachers of color during that same time period (Elfers & Plecki, 2009). A national crisis is voiced as data from the Department of Education (as cited by Epstein, 2005), paints the picture that nearly two-fifths of public school students in the decade 1990-2000 were African American, Latino, Asian, and Native American. During the same decade, only 10% of the teaching force represented these groups. The diversity mismatch between teachers and students graphically exists in Washington State's Renton School District. The District demonstrates a disproportionate number of teachers of color to match the diverse student needs. …" @default.
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• W137186063 date "2012-09-22" @default.
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• W137186063 title "Increasing Teacher Diversity: Growing Your Own through Partnerships." @default.
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