Sabrina Uribe
Carissa David
Jonathan Rose
Jessica Otto
The importance of a diverse teaching force
Figlio D. (2017) The Importance of a Diverse Teaching Force. The Brookings Institute. Retrieved October 20, 2018, from https://www.brookings.edu/research/the-importance-of-a-diverse-teaching-force/
In this article the author has compiled research from a multitude of sources to come to the conclusion that minority students are more likely to succeed in the long run when they have educational experiences with same race teachers. The author goes into detail on the gap between students of color and teachers of color, detailing how almost 80% of the teaching force in the country is white, while only a little over half of the student body is white. The author argues that the difference comes from the amount of non-white people that attain a college degree. In conclusion, Figlio argues that a solution to this is to increase minority college attendance as much as possible. This would in turn lead to more non-white teachers, which would in turn, increase the amount of minorities attending college, repeat ad infinium. This paper is a good source for our argument as it stresses the importance of a diverse teaching force.
Understanding African American Students’ Experiences in STEM Education: An Ecological Systems Approach.
Stipanovic, Natalie, and Hongryun Woo. “Understanding African American Students’ Experiences in STEM Education: An Ecological Systems Approach.” Career Development Quarterly, vol. 65, no. 3, Sept. 2017, pp. 192–206. EBSCOhost, doi:10.1002/cdq.12092.
In this article, it expresses the problem of STEM-related majors and specifically how it is effects African Americans. There are various types of factors that affect adolescents and young adults into choosing a career in stem ranging from where a person comes from and what is not only available to them as a resource but also what kind of expectations a person gets from either their peers, family or mentors. When an adolescent is not encourage through out stem categories than that same person when he or she grows up is less likely to be interested in pursuing secondary education as well as a stem career, regardless of their ethnicity. However, statistically this article proves that African Americans, minorities pursue this career the leas. This article explicitly shows how nursing the youths minds deliberate impacts their career.
The Role of School in Adolescents’ Identity Development. A Literature Review
https://link.springer.com/article/10.1007%2Fs10648-018-9457-3
Verhoeven, M., Poorthuis, A.M.G. & Volman, M. Educ Psychol Rev (2019) 31: 35. https://doi.org/10.1007/s10648-018-9457-3
This article is about different various studies of research showing how teachers impact their student thought out, not only their lives while at school but also if you will the type of people they become. The article is primarily based off of three different studies, one being how schools/teachers unintentionally impact their students, the second major study is how schools/teachers can intentionally impact their students and the third major study is about making an ideal environment to foster the minds of the students. For example when a teacher is belittling a student, or discouraging a student to pursue something like math then statistically that student will start to have doubts about themselves and believe they are not capable of being smart enough to learn math. This article is an great example of how the school authority can shape adolescence futures and the way they behave in their future careers or take authority when having a job.
Pathways to Achievement: Career and Educational Aspirations and Expectations of Latina/o Immigrant Parents and Early Adolescents
https://www.tandfonline.com/doi/full/10.1080/15348431.2015.1131693
Peila-Shuster, J. (2018). Fostering hope and career adaptability in children’s career development. Early Child Development and Care, 188(4), 452-462.
https://www.tandfonline.com/doi/full/10.1080/03004430.2017.1385610
This article details the conjunction of career concern and hope in children, and how by fostering both children are set up to see career development as a life-long process rather than an objective to attain. An influential presence in children’s lives like parents, educators, and active community members can foster an environment of equity and inclusivity that builds career adaptability, encourages resource utilization, and empowers minority students to confront barriers to their career development. Because outside influences impact children on both conscious and unconscious levels, it is critical to understand what a child’s environment is unspeakingly teaching them about their future and how that is impacting their own view of the future. Therefore, the development of career concern and hope for the future must be ingrained into the day to day lives of children in order to motivate them to have confidence in themselves and their eventual career path.
Start Out: Building Healthcare Careers for Minority Teenagers.
(2003). Start Out: Building Healthcare Careers for Minority Teenagers. Journal of Continuing Education in Nursing, 34(3), 116–121. Retrieved from http://search.ebscohost.com.ezproxy.library.wwu.edu/login.aspx?direct=true&db=eax&AN=507827697&site=ehost-live
This article is about an educational program called Start Out, which was designed to provide a path for more minority teenagers to pursue a career in healthcare. The current healthcare workforce does not reflect the growing diversity of the US population, and there is a shortage of nurses in the US. This study was created to combat those issues, while giving participants educational support and partnering with the community to create a sustainable program that connects minority students with career opportunities. By the end of the eight weeks of classes, “twenty-four bilingual, economically disadvantaged teenagers 16 to 19 years old, from the greater Seattle metropolitan area, completed the first session of this innovative program and passed the certified nursing assistant examination”. By integrating life-planning exercises and mentorship into the program, not only do these students get invaluable experience but the community gets nurses who are reflective of the changing cultural and linguistic needs of the city.
Kenyatta, C. P. (2012). From Perception to Practice: How Teacher- Student Interaction Affect African American Male Achievement. From Perception to Practice: How Teacher- Student Interaction Affect African American Male Achievement, 8. Retrieved from https://files.eric.ed.gov/fulltext/EJ979953.pdf
https://eric.ed.gov/?id=EJ979953
This argumentative paper goes in-depth about the social inequities faced by African American males in public schools. Particularly going in-depth on the effect that teachers’ perceptions have on this inequity, Kentyatta argues that schools are “production sites” for the underachievement of African American males. This paper gives insight into our main research question of teachers’ effect on student performance within marginalized groups, allowing us to understand different arguments on the inequalities of public schools. While this article explicitly contains bias toward one school of thought, it will be helpful in understanding the current views on our public education system, and the argument for the structuralist approach that Kenyatta uses.
Zuo, H., Laforce, M., Ferris, K., & Noble, E. (2019). Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps? European Journal of STEM Education, 4(1). doi: 10.20897/ejsteme/5840
https://eric.ed.gov/?id=EJ1222747
This research study focuses on the issue of under-representation of minorities in STEM majors and careers, specifically looking at the results of different inclusive STEM high schools. To conduct this study, students were asked to rate their attitude on STEM which was then compared it to the students’ success to STEM later in their careers. Also compared was students association with STEM and their gender identity/race. The results found that when students have a positive implementation of STEM “race/ethnicity and gender gaps in science attitudes and overall academic achievement are reduced or reversed”. This study shows an important facet of inclusion in the classroom: positive implementation. While making a correlation from the classroom to the workplace this study can help show that the misrepresentation of minorities can be closed through positive implementation in school. While this article puts more of an emphasis on STEM than we will in our article it does help us draw conclusions about diversity in the workforce and classroom that are needed for our overall paper.