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Increasing the MINORITY CTE Teacher Pipeline by ProQuest

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[...] in 2005, of the 939,000 two-credit occupational concentrators (high school graduates who earned two or more credits in areas such as agriculture and natural resources, business, health sciences, and computer/ information sciences), slightly less than 30 percent were black, Hispanic, Asian/Pacific Islander, and American Indian; more than 70 percent of the concentrators were white. [...] a large number of students in the United States lack the high-level math and science skills needed to prepare them for higher education and various CTE and STEM careers.

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									             TEACHER RECRUITMENT AND RETENTIoN




Increasing the
Minorit
CTE Teacher Pipe
BY CYNTHIA SIMS




A
               great deal of attention has    er shadowing initiatives in South Carolina
               been given to the need for     and grow-our-own programs in Minne-
               more minority teachers.        sota. Although numerous other programs
               This issue deserves serious    have been started to increase the minority
consideration as the K-12 minority student    teaching pool, few have focused specifi-
population increases and the number           cally on recruiting and retaining career
of minority teachers does not. Minority       and technical education (CTE) teachers.
students are usually more successful in           Several factors impact the likelihood
classrooms when their teachers reflect        that racial and ethnic minorities will enter
their racial or ethnic groups, but minor-     teaching careers in CTE. First, in 2005,
ity teachers are beneficial to all students   of the 939,000 two-credit occupational
as their presence can help create an          concentrators (high school graduates who
awareness of and appreciation for diverse     earned two or more credits in areas such
populations.                                  as agriculture and natural resources,
   The U.S. Department of Education has       business, health sciences, and computer/        of this population to enter into CTE
provided several reports on the shortage      information sciences), slightly less than 30    teaching positions.
of minority teachers. Recommendations         percent were black, Hispanic, Asian/Pa-            Second, because of recruitment efforts
for increasing the minority teacher pool      cific Islander, and American Indian; more       to attract minorities into business and
have included various pre-service and in-     than 70 percent of the concentrators were       industry, few are willing to enter teaching
service programs and funding for teacher      white.1 This is also true for the 514,000       positions. High school and college CTE
education programs designed to recruit        three-credit occupational concentrators.        graduates are enticed by recruiters who
and retain more minorities. Various states    If a small percentage of minority students      promise competitive salaries and benefits
have implemented programs designed to         are pursuing CTE courses in high school,        as well as future promotions. Lower-
recruit minority teachers, including teach-   it is very unlikely that there will be enough   paying teaching positions, particularly

26   T e ch n iqu es   JANUARY 2010                                                                             www.acteonline.org
                      those in urban areas, are not as attractive    and improves faculty and curriculum de-
                      as corporate positions.                        velopment. Funding of this magnitude has
                         Third, a large number of students in        great potential for meaningful outcomes;




ty
                      the United States lack the high-level math     however, much more is still needed.
                      and science skills needed to prepare them
                      for higher education and various CTE and       Why Not Teach?
                      STEM careers. Recent initiatives have          What do minority CTE professionals say
                      been created to address this problem. U.S.     keeps them from entering the teaching
                      Secretary of Education Arne Duncan             profession? Ernest Brooks III, an Afri-
                      recently awarded 16 colleges and universi-     can American fraud systems analyst in
                      ties approximately $2.8 million in grant       Chicago, Illinois, was encouraged by
                      funding. The funding was issued to sup-        his mother, a Chicago Public School
                      port higher level instruction in
								
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