Recruitment and Retention of Minority Teachers in Vocational Education. ERIC Digest No. 144.

Autor/in	Lankard, Bettina A.
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Recruitment and Retention of Minority Teachers in Vocational Education. ERIC Digest No. 144.
Quelle	(1994), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Mobility; Minority Group Teachers; Multicultural Education; Personnel Needs; Postsecondary Education; Teacher Persistence; Teacher Recruitment; Teacher Supply and Demand; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Personnel requirement; Personalbedarf; Post-secondary education; Tertiäre Bildung; Lehrerrekrutierung; Lehrerbedarf; Ausbildung; Berufsbildung; Ausbilder
Abstract	Although the number of minority students in U.S. schools continues to increase, the number of ethnically diverse teachers continues to decline. The multicultural classroom creates a demand for teachers who are aware of cultural differences within the student population. Minority teachers are in a unique position to understand these differences and to provide ethnic role models. Several factors contribute to the shortage of minority teachers, including the low retention rate of minority students attending college and difficulties in transferring from two- to four-year colleges. Because many instructors in community colleges are vocational teachers, recruitment of students into vocational education and vocational education teaching careers has great potential. Among suggested strategies to enhance recruitment of minorities are the following: develop candidate pools, promote vocational education in the schools, establish scholarships for minority students, recruit at community colleges, and seek candidates in business and industry. Efforts to retain minority teachers in vocational education should include institutional commitment to multicultural understanding and diversity. The following are among incentives for enriching teachers' multicultural understanding: learning a second language, living in the community, becoming involved in the community, and celebrating cultural events. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC