The Diversity of Teachers Annotated Bibliography Paper Example

Introduction

The diversity of teachers is one of the important aspects of America's learning institutions. Schools ought to embrace teachers' diversity because students come from diverse backgrounds. The government is are supposed to consider increasing the number of diverse teachers to ensure success of learners across cultures, class, political divides, religions, races, ethnicities, nationalities without discrimination. Administrators and educators should be able to recognize the individuality and uniqueness of learners as a way of appreciating and recognizing everyone's distinctiveness. Since education involves information transfer from prior experiences and knowledge, acknowledging teachers' diversity in the teaching profession enhances learning. Learners use their background and cultural knowledge as basis for education gained in schools; therefore, having teachers' diversity will facilitate learning process. Various researchers have investigated the importance of teachers' diversity in education. The five articles under analysis in this paper focus on the trend of a diversity gap between teachers and students.

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Contreras, F. (2017). Latino Faculty in Hispanic-Serving Institutions: Where is the Diversity? AMAE Journal, 11(3), 223-250. https://doi.org/10.24974/amae.11.3.368

Overview of the Purpose and Research Questions

The purpose of the study was to examine the two systems of college education in California. The research focused on exploring the trend in the faculty of Latino faculty diversity in both the California State University and Community College systems. The researcher wanted to check how diversity in higher education and its connection with the faculty composition is a priority for higher education institutions. In achieving the purpose of the study, the researcher had two research questions to answer as listed below.

Is there a disconnection between the diversity of students and tenure-line diversity in the faculty?

Does faculty diversity contribute to raising Latino university completion and the ultimate change in the coming generations among the Latinos in California?

Theoretical Framework

The theoretical framework for the study is that Hispanic-Serving Institutions (HSIs) and Minority Serving Institutions (MSIs) are essential aspects of academic success for public institutions responsible for educating the State population. HISIs educate many Latino students thus contributing their rate of college completion.

Methodology and Instruments

The study utilized systematic data in examining the student and faculty trends obtained from the California Postsecondary Education Commission (CPEC). More data came from the California Community College system. The data collected underwent descriptive statistical analysis to get the findings of the trends of faulty diversity over time.

Cruickshank, K. (2004). Towards diversity in teacher education: teacher preparation of immigrant teachers. European Journal of Teacher Education, 27(2), 125-138. https://doi.org/10.1080/0261976042000223006

Overview of the Purpose and Research Questions

The purpose of the study is to assess the development of teachers' education programs. The focus of the research was how teachers' education programs are useful for immigrant educators. In achieving the purpose of the study, the researcher had three questions to answer as seen below.

What are the ways of increasing the access for learners from minority backgrounds?

What are the suitable delivery structures and modes of ensuring access for learners from minority backgrounds?

How effective is an inclusive curriculum and the equity provisions support students from minority background?

Theoretical Framework

The study had basis from a theoretical framework in substantiating the need for the investigation. The basis for the assessment is that teachers' education programs are slow in responding to the rising level of diversity in tertiary institutions and the entire education system.

Methodology and Instruments

The data collection method used in the study was interviewing. 110 teachers under the teacher education programs got interviewed. Interviewees were from the faculty of education at the University of Sydney, Australia. The data collected was analyzed using descriptive statistical tools to get the findings on how teachers' education programs connect with the growing diversity in tertiary institutions.

Goings, R. B., Brandehoff, R., & Bianco, M. (2018). To Diversify the Teacher Workforce, Start Early. Educational Leadership, 75(8), 50-55. Retrieved from http://68.77.48.18/RandD/Educational%20Leadership/To%20Diversify%20the%20Teacher%20Workforce,%20Start%20Early%20-%20Goings.pdf

Overview of the Purpose and Research Questions

The study aimed to illustrate the importance of diversifying the teaching workforce in the USA. The focus of the study was to show how the current teaching personnel does not reflect the diversity of students. The researchers had particular research questions to answer in attaining the study purpose. The research questions are listed below.

Is diversification of the teaching personnel of importance or does it disrupt educational inequalities?

Do teachers of color cause a positive impact on learners of color?

To what extent can teachers of color benefit White students?

Theoretical Framework

The study is grounded in a theoretical framework concerning the need for diversifying the teaching personnel. In America, learning institutions are increasingly admitting having learners across races. The number of students of color has double from the last two decades, and yet the teaching workforce does not reflect the existing diversity.

Methodology and Instruments

The data collection was from secondary sources of data. The researchers obtained from the national statistics database. The information offered data for the population of students in schools and their respective race. The researchers collected data from books and journals on the need for diversifying teacher personnel in the USA.

Schmitz, S. A. ., Nourse, S. W. ., & Ross, M. E. . (2012). Increasing Teacher Diversity: Growing Your Own through Partnerships. Education, 133(1), 181-187. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=79777443&site=eds-live&scope=site&authtype=sso&custid=ns083389

Overview of the Purpose and Research Questions

The purpose of the research was to study the effectiveness of partnerships in increasing teacher diversity. The paper concentrates on the need for teacher diversity because of the increasing number of diverse learners. The achievement of the study purpose occurred by answering specific research questions listed below.

Are partnerships an effective mechanism of ensuring teachers diversity in schools?

How is the trend of student diversity in the last three decades in American schools?

Why are teachers not keeping pace with the increasing diversity ratio of learners in public schools?

Theoretical Framework

The research has basis from a theoretical framework in defining the study problem. The theoretically, students in public schools are increasingly becoming diverse. There is likelihood of the majority of learners to come from race-ethnic minorities. Teaching personnel is not keeping pace with the increasing number of diverse learners, a situation that has creates a diversity gap between students and their teachers.

Methodology and Instruments

The research methodology used in the study was the use of secondary data. The researchers obtained data from the State's statistical database on the ration of diverse learners and their teachers. The researchers also found information from books and journals on the study topic. The collected data was analyzed using descriptive statistics.

Weisberg, D. (2018). To Close the Teacher Diversity Gap, Start with Education Schools. Education Digest, (2), 38. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgea&AN=edsgcl.560492551&sitce=eds-live&scope=site&authtype=sso&custid=ns083389

Overview of the Purpose and Research Questions

The study had the purpose of how encouraging diverse people to join education colleges can fill the teacher diversity gap. The study focused on showing how undergraduate learners in education are mostly Whites and the ultimate effects on the performance of diverse students. The study answers particular questions to answer as listed below

Will the inclusion of diverse teachers improve the performance of learners from minority races?

What are the consequences of a diversity gap between students and their teachers?

Why are undergraduate learners pursuing education courses less diverse than the ones taking other professions?

Theoretical Framework

The study had basis from a theory surrounding a diversity gap in the teaching profession in the USA. The diversity gap has consequences on the performance of learners and also the decision of candidates aspiring to pursue teaching course.

Methodology and Instruments

The researchers obtained data from secondary sources of information. The information used was from the US education department. The statistics on the diversity gap between the teaching staff and students helped the researchers in the formulation of hypothesis and research question. The researchers also obtained information from books and journals on the research topic.

Conclusion

From the annotated bibliography above, it is evident that diversity in education is one of the essential aspects of learning institution in the US. Schools ought to embrace diversity because students and teachers come from diverse backgrounds. There is need for stakeholders in the education department consider the diversity of teachers to ensure success of learners across cultures, class, political divides, religions, races, ethnicities, nationalities without discrimination. Equal treatment of students irrespective of their backgrounds, beliefs, and values offers them an opportunity for better performance. Since learners use their experience and cultural knowledge as basis for education gained in schools, therefore, increasing the diversity of teachers will help in facilitating learning process.

References

Contreras, F. (2017). Latino Faculty in Hispanic-Serving Institutions: Where is the Diversity? AMAE Journal, 11(3), 223-250. https://doi.org/10.24974/amae.11.3.368

Cruickshank, K. (2004). Towards diversity in teacher education: teacher preparation of immigrant teachers. European Journal of Teacher Education, 27(2), 125-138. https://doi.org/10.1080/0261976042000223006

Goings, R. B., Brandehoff, R., & Bianco, M. (2018). To Diversify the Teacher Workforce, Start Early. Educational Leadership, 75(8), 50-55. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1178312&site=eds-live&scope=site&authtype=sso&custid=ns083389

Schmitz, S. A. ., Nourse, S. W. ., & Ross, M. E. . (2012). Increasing Teacher Diversity: Growing Your Own through Partnerships. Education, 133(1), 181-187. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=79777443&site=eds-live&scope=site&authtype=sso&custid=ns083389

Weisberg, D. (2018). To Close the Teacher Diversity Gap, Start with Education Schools. Education Digest, (2), 38. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsgea&AN=edsgcl.560492551&site=eds-live&scope=site&authtype=sso&custid=ns083389