Diversity-Specific Studies in Education Re-Examining

Diversity-Specific Studies in Education

Re-examining diversity issues in childhood education: An introduction" examines our ability to provide suitable multicultural training for pre-service teachers. According to Sleeter (2001), educators do not feel prepared to meet the needs of students and families from diverse backgrounds.

The authors surmise that in order to assist teachers in efficiently working with diverse students and their families, re-examination of the definition of diversity is needed. Diversity is typically associated with minority groups classified by ethnicity, race, and/or language. This view inadvertently eliminates many other minorities. Because of this, the primary purpose of addressing diversity issues (and to better understand and help all students learn in the classroom) has been lost in the deliberations. The two main goals of this study were to examine the current definitions of diversity, and to offer strategic plans for educators working with diverse student bodies (Wang & Aldridge, 2007).

The second article entitled "Addressing Diversity in Teacher Education Programs" brings attention to the fact that diversity is at hand in every facet of our lives, and in no place is it more apparent than in our classrooms where basic primary learning takes place (Valenin, 2006). Research indicates that even though our nation's student bodies are more varied, the bulk of teachers continue to be white (87%), females (74%) and middle-class. Educators are faced with the task of educating all pupils, regardless of their differences (Banks & Banks, 2004). The author states that it is "...the teacher's responsibility, as a learned educator, to reach every student while providing students with appropriate, relevant, and meaningful instruction. Therefore, it is the obligation of teacher education programs to prepare pre-service teachers to be competent as they face the challenges of today's diverse classroom settings..." (Valentin, 2006).

Teacher education programs have attempted to address diversity issues by offering diversity courses. Researchers analyzed the results of a multicultural prerequisite course on pre-service teachers' cultural awareness and aptitude (Brown, 2004; Larke 1990; Locke, 2005; Middleton, 2002; Milner, Flowers, Moore, Moore III & Flowers, 2003). After completion of the required multicultural education course, it was found that pre-service teachers had not established the essential sensitivity needed for dealing with cultural differences (Larke, 1990). It was also noted that many pre-service teachers have never done any substantial collaborations with students from diverse backgrounds.

It is Valentin's (2006) conclusion that diversity in teacher education programs cannot continue to be examined in bits and pieces. An all-inclusive method that meticulously scrutinizes how diversity is being met by all education programs (to include field experiences) must be implemented. This will ensure that these programs have sufficiently equipped pre-service teachers to teach a diverse student body.

The third article entitled "Diversity Delayed, Excellence Denied" states, "Those with long careers in higher education know that the persistent under representation of minority faculty undercuts the goal of academic excellence itself..." (Fluker, 2006). According to statistics generated by the Association of Theological Schools (ats), "more than one-third of the 251 member institutions report that they do not have a single minority faculty member. And although people of color comprise approximately 30% of the U.S. population, they are only about 13% of faculty and 22% of students enrolled in ats member schools..." The author contends, "These trends are an indication of a chronic under representation of minority faculty in graduate religion and theology programs at higher education institutions nationwide..." (Fluker, 2006). According to research, 90% of faculty and 75% of students enrolled in doctoral religious studies programs in the United States and Canada are Caucasian (American Academy of Religion, 2003). Fluker argues (and rightfully so), "Without racial and ethnic diversity, schools fail to create a positive institutional climate in which students from all backgrounds can succeed. Without racial and ethnic diversity, students fail to meet and learn from role models and mentors they can emulate in their own vocations. Without racial and ethnic diversity, students of all races fail to learn how to relate to the diverse world in which they will live and work after graduation..."

The fourth article "Education Groups Push for Greater Diversity in Teaching Force" defends the fact that "a lack of racial and cultural diversity among teachers is hurting the chances of success for minority students..." (Cox, Matthews & Associates, 2004). Research suggests that minorities tend to do better academically when taught by teachers from their own ethnic group (National Collaborative on Diversity in the Teaching Force). Some of the largest teachers' unions are supporting this push. Among these groups are the National Education Association (NEA); the American Council on Education; and the American Association of Colleges for Teacher Education.

According to federal figures, the coalition cited that "60% of public school students are White, 17% are Black, and 17% are Hispanic. Yet 90% of teachers are White, 6% are Black and less than 5% are of another race or ethnicity. Approximately 40% of schools have no minority teachers on staff..."

One way to tackle the problem with a possible resolution is suggested by the Community Teachers Institute. They have set their sights on training teachers in minority areas through partnerships of colleges, schools, and community groups (Black Issues in Higher Education, 2004).