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Stream 1:  Teacher Diversity in the Workforce

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Stream 1:  Teacher Diversity in the Workforce

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Critical Questions

Influences and barriers to hiring

-teacher programs

-institutional racism

Importance of:

Race

Gender

SES

Age

Perspectives/Perception

Enculturation/Acculturation

District Commitment

Articles:

§  Battey, D., Franke, M. (2015).

§  D'Amico, D., Pawlewicz, R.J., Earley, P.M., McGeehan, A.P. (2017).

§  Fultz, M. (2004).

§  Green, M. R. F. (2018).

§  Kuo, J. (1998).

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Stream 2:  Impact of TOC on SOC Achievement 	

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Stream 2:  Impact of TOC on SOC Achievement 	

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Critical Questions

Who is a Teacher of Color (TOC)

Who is a Student of Color (SOC)?

Who is a Student of Non-Color (SONC)

Defining Achievement Gap

Opportunity Gap

Educational Debt

Economic Educational Deficiency

Impact of TOC on SOC

Impact of TOC on SONC

Articles:

§  Aguilar, R. M. (2010).

§  Barbarin, O., Iruka, I.U., Harradine, C., Winn, D-M. C., McKinney. M.K., Taylor, L.C. (2013).

§  Darling-Hammond, L. (2004).

§  Lee, V.J. (2012).

§  McKown, C., Weinstein, R.S. (2008).

§  Perez, P. C. (2016).

§  Robinson, M. L. (2016).

§  Thompson, M., McDonald, S. (2016).

§  Valencia, R.R. (2005).

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Stream 3:  From Critical Race Theory to Culturally Responsive Teaching

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Stream 3:  From Critical Race Theory to Culturally Responsive Teaching

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Critical Questions

W/ is Critical Race Theory

W/ is Culturally Responsive Teaching

Color blindness in Education: Good or Bad?

Articles:

§  Chapman, T. K. (2013).

§  Kohli, M. (2018).

§  Monroe, C. (2016).

§  Wang, K.T., Castro, A.J., Cunningham, Y.L. (2014).

§  Weisberg, D., Sexton. S., Mulhern, J., & Keeling, D. (2009).

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§  The purpose of the study is to determine whether teachers of color have a significant impact of students in color with regards to achievement and learning. Pass studies have indicated that minority children particularly African-American American and Latino students tend to do better with teachers who share a like cultural background. As we look at the achievement gap that continues to grow particularly for African-American students in comparison to their white counterparts, the quest is to find ways to close the achievement gap

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The significance of this research would help to indicate how much of an impact teachers of color can have on achievement for students of color. It will delve into three streams.  First, Teacher Diversity in the Workforce.  Next, the impact of TOC on SOC achievement. This research would also like to note if there are any other idiosyncrasies in place that can impact teachers of color effectiveness.   Finally, Critical Race Theory (CRT), Culturally Responsive Teaching (CReT) and the notion of color-blindness in the classroom will be examined.

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Teachers of color:  Refers to teachers who are not of European descent.

Students of color:  Refers to students who are not of European descent.

Achievement gap:  Refers to observable and predictable academic outputs that remain relatively stable and enduring

over time.

Opportunity gaps: Refers to unequal or an equitable distribution of resources and opportunities.

Learning gap: Refers to the disparity between what students actually learned and what they were expected to learn at a

particular age or grade.

Educational debt: Refers to the educational disparity between enfranchised and disenfranchised students.

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·       How do we increase the minority presence for teachers of color in the classroom? How do we increase minority male teachers in the classroom? Are there other factors that predict student success from teachers of color? Do teachers of color significantly impact achievement for students of color?    What role does critical race theory play in the school setting? How can we replace color blindness with culturally responsive teaching?

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I would like to continue researching the achievement of African-American students who are in magnet programs within their own neighborhoods.

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Look at magnet and accelerated programs within progressive districts such as Miami-Dade County Public Schools.