Research Paper Sample on Diversity & Talent Issues in Teaching Profession US

Introduction

In recent, there have been two concerns taking over the national discussion regarding the teaching workforce; talent and diversity in the teaching profession. The teaching profession in the United States of America is not racially diverse as it is required for equality in education (Partee, 2014). More importantly, several states in America have a significant gap between the portion of the student of color and the teachers of color (Ahmad & Boser, 2014). Fortunately, there has been an effort to explore diversity, which has led to the marginally increased percentage of black teachers in the teaching profession. For instance, research has demonstrated that the effort towards diversity has caused the increase of black teachers from approximately 12% to about 17% between 1987 and 2012 (Ahmad & Boser, 2014). However, such positive statistics obscure problems, including the decrease in the percentage of black teachers in the urban areas and their lower retention rates across the United States (Ahmad & Boser, 2014). Additionally, the demand for increasing the bar for entry into the teaching profession has steadily increased in the previous years, especially because the country has been usual with the educational results as opposed to the better performing education system all over the world (Ahmad & Boser, 2014).

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In 2015, the International Student Assessment Program that focused on the study of skills and knowledge of 15-year-old students ranked the United States at 25th in science, 24th in reading and 25th in mathematics, in which other countries, including Japan, South Korea, Finland, Singapore, and Canada outperformed the US, as others like Germany and Poland surpassed the country in the assessment (Ahmad & Boser, 2014). Such countries are highly performing due to the significant focus on providing quality and diverse education to the children. Other countries have been improving in their performance due to heavy investment in the quality workforce that has fundamentally influenced the quality of instructions experienced by students at school (Partee, 2014). Notably, these countries portray a similar character of intense focus on diversity and quality workforce; thereby, leading to tremendous student achievement (Ahmad & Boser, 2014). The paper seeks to investigate the need for diversity in the teaching profession, focusing on the need for more black teachers in the United States, especially where there are many black students. The paper also captures how public schools were started and when the black people were accepted in such schools and focused on the way they were treated.

Beginning of Public Schools in America

Before the establishment of public schools in America, most learning in America happened at home. Children were being taught by their parents, and families with financial strength hired private tutors to teach their children. The Puritans pioneered the need to create public education. Notably, the Puritans established schools not only to impart basic writing and reading but also to bolster their fundamental values. During the 18th century, there was religious dominance in early schools. The aspect of schooling was premised on religion (Rogers-Ard et al., 2013). Phillips Exeter, Phillips Andover, and Deerfield Academies morphed into Ivy League colleges during the period. Following the American Revolution, it was suggested by Thomas Jefferson that there is a need for the introduction of the educational system and demonstrated that it could be funded by tax dollars (Lindsay et al., 2017). However, his suggestions were ignored, and the inception of a public school system was delayed for almost a century.

During the 1840s, a limited number of public schools surfaced in America, and they were concentrated in communities with the financial capability to afford educational services (Pizarro & Kohli, 2018). Education crusaders Henry Barnard of Connecticut and Horace Mann of Massachusetts believed that the popping of few public schools would not yield great results. In effect, the crusaders championed for free and compulsory education for every child in the country.

Understandably, the first compulsory school laws, was enacted in Massachusetts in 1852. By around 1918, all children in the country were required to enrolment for elementary school. More fundamentally, a movement emerged that required creation of equal schooling opportunities for all American schools irrespective of their racial background. During the 20th century, there was widespread segregation of schools both in the South and the North. In the Supreme Court ruling between Plessy v. Ferguson in 1896, the legality of segregation in American schools was upheld (Gist et al., 2019). However, in the Supreme Court landmark ruling in Brown v. Board of Education in 1954, children from all races were permitted to attend public schools. More imperatively, public schools in the United States are operated at the state level. These states have established departments of education that help in managing the schools.

Further, at a local level, school districts and appointed school boards are engaged in public schools. Undeniably, the difference of curricula from one state to another is attributed to limited federal oversight. It should be noted that the growth of magnet and charter schools have presented more options for students attending public schools (Partee, 2014). Communities in America approached schooling with a collective effort, and they were involved in the provision of necessities, such as building desks to facilitate learning. Also, teachers were greatly treated, allowing them to give better educational services to students.

A significant increase in spending on elementary and secondary school has been witnessed in America over the past decades. Data from 1959 reveal that the nation was using approximately $ 2, 1010 per student (Gist et al., 2019). Recently, the country uses about $ 489.4 billion to fund public elementary and secondary schools (Carver-Thomas, 2018). Notably, the cost of public schools is extensively paid through property taxes. Parents and student engagement in fundraising and donations form a small percentage of public school funding. While public schools are operated and funded by state governments, private schools in America are owned and operated by private organizations. Private schools have leveraged on a small number of students and their control over policies to offer exemplary education. Evidence has revealed that there is always less prevalence of violence and crime in private schools (Lindsay et al., 2017). Reformers of education emphasized on the reinforcement of moral values and principles.

Recently, public schools in America have greatly transformed, especially on the front of infrastructural development (Rogers-Ard et al., 2013). Several school buildings have been built, allowing students' separation based on class, ability, and grade. More importantly, public schools in America have adopted technology that has significantly prepared students to become a dependable workforce. Despite the growth of public schools in the United States, fundamental issues continue to bedevil them (Carver-Thomas, 2018). Most public schools are experiencing the challenge of promoting racial equity. Black people have not been perfectly integrated into the system, which has created a skewed learning opportunity for US students.

During the Civil War, it was a criminal endeavor for black people to get an education in the US. Despite the continued efforts of the black communities to organize schools, most black people were allowed to receive education before the Reconstruction Era (Carver-Thomas, 2018). Schools that were serving black children were greatly underfunded. The educational system in the 19th century was legally segregated. Notably, the first black school was built in Winter Park, where black children were allowed to attend even though the conditions were harsh. Still, the underfunding of black learning institutions resulted in low-quality education for black students. Teachers in such institutions hardly gave individual attention, thereby creating a hostile environment for the students' success. Additionally, the National Association for the Advancement of Colored People (NAACP) made significant efforts to create fair and equal education for black students (Gist et al., 2019). Worth noting is that the American education system is still grappling with creating an enabling environment that enriches the education of black people.

Treatment of Black People in the American Educational System

After several decades since the landmark decision was made on Brown vs. Board of Education, most black people in the United States are receiving harsh treatment in the educational system. Some of them have been suspended over flimsy reasons compared to their white counterparts. Still, the unequal treatment has increased their chances of engaging in criminal activities and dropping out of school. US Department of Education has indicated that during the 2011-12 academic year, 42 percent of suspensions in public schools targeted black students despite constituting only 16 percent of the student population (Carver-Thomas, 2018). Understandably, the unfairness and inequality that defines the American educational system have been the major cause of racial tensions across states in the US.

Studies have revealed that black male students are always more likely to be enrolled in special education following their disproportionate classification as being mentally retarded (Kohli, 2014). Worse still, black students always have increased chances of being placed in isolated areas and enrolled in poorly maintained and performing schools. More often than not, a large proportion of black students are frustrated by being referred to the juvenile justice system, thereby denying them the opportunity to get educated.

Historical evidence indicates that black students are always provided with positive support to facilitate their education (Gist et al., 2019). The limited assistance has, in effect, curtailed their chances of being successful individuals. States in the South showed reluctance to comply with the US Supreme Court ruling in 1954. Further, a significant proportion of the country initiated an IQ testing program that incidentally alienated black students hence less opportunity to get educated. The establishment of The Children's Defense Fund (CDF) was intended to address underlying disparities that heavily characterized the American educational system. In its 1975 report, it was indicated that black students placed in school districts formed 27.1 percent (Partee, 2014).

Conclusion

Despite the small number of black students, more than 42.3 percent of them were suspended because of their racial background (Gist et al., 2019). Moreover, public schools created an environment that promotes the apprehension of black students over minor violations that can be handled within the school disciplinary framework. Additionally, the suspensions resulted in a situation where students lost vital time necessary for enhanced education (Lindsay et al., 2017). Equally important, the glaring unfairness in the American educational system adversely affected students' achievement of their future career goals.