Teacher assignment, hiring, and preparation: Minority teachers in New York City.

Autor/inn/en	Pflaum, Susanna W.; Abramson, Theodore
Titel	Teacher assignment, hiring, and preparation: Minority teachers in New York City.
Quelle	In: The urban review, (1990) 1, S.17-31 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/BF01110630
Schlagwörter	Negative Correlation; Ethnic Group; Strong Correlation; Selection Process; York City
Abstract	Abstract This article examines issues related to minority teachers in New York City. Although increasing proportions of teachers hired in the last decade are black, Hispanic, or Asian, the gap between proportions of pupils and teachers remains due to increases in minority pupils. There are strong correlations between proportions of teachers and pupils in districts within racial and ethnic groups. The converse is also true; there are strong negative correlations between black and Hispanic teachers, for example, and percent of white and Asian pupils. Districts with larger proportions of minority pupils tend to have more “emergency” new teachers, fewer fully certified teachers, and fewer experienced teachers. Only 58% of the new black or Hispanic teachers, compared with 82% of white teachers, indicated they intend to remain in teaching after five years. Interviews with personnel directors suggest there are no systematic constraints on selection processes. New minority teachers queried about their job-search practices suggest somewhat more frustration with the process and less use of local leads than white teachers. Together these data suggest that the ability to increase the number of minority teachers is a more complex problem than recruitment and training. Moreover, minority pupils do not appear to have equal access to experienced and fully qualified teachers.
Erfasst von	OLC
Update	2023/2/05