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The Absent Voice Of Minority Educators

966 words - 4 pages

Quality training and instruction is a critical factor for educators, more specifically those who belong to minority ethnic groups. As the PK-12 population continues to increase in the number of minority students, education programs of Historically Black Colleges and Universities have become a focal point of education reform. In “Historically Black Colleges and Universities in Teacher Education Reform”, Mary E. Dilworth inadvertently poses the question what have Historically Black Colleges and Universities (HBCU’s) done to improve the presence and retention of minority teachers in the classroom. According to Dilworth, minority students are inclined to prosper under the guidance of someone who has similar racial or ethical backgrounds (as cited in Goldhaber and Hansen, 2010). The increase of minority students in PK-12 classrooms validates the need for a greater number of minority educators. At roughly sixteen percent, a significant decrease from the twenty six percent years ago, the presence of minority educators in the classroom is considerably low. Although education programs of HBCU’s have thrived and introduced minority educators to the classroom, efforts and goals of these institutions have failed to prepare educators for a successful occupancy in the classroom.
Throughout the article, Dilworth reiterates the idea that HBCU’s are a viable avenue to advance minority educators. Unlike many predominately white institutions whose education objectives steer students to become proficient in their abilities to teach, many education programs of HBCU’s seek beyond this and encourage students to utilize their talents within the community at large. Intending to service the community, the manner in which future educators are prepared differs from traditional preparation. As a means to secure a greater number of minority educators in the classroom, many colleges offer fast track programs, for example Teach for America. Teach for America is a not for profit organization that seek out recent graduates to eliminate educational inequalities in minority populations by teaching. Additionally, private organizations such as the Ford Foundation and Wallace Foundation, which both promote the improvement of education and enrichment of disadvantaged youth, the NAACP and the National Urban League who advocate for minority equality, contribute to the placement of minority educators in the classroom.
The Holmes Group, as well as the aforementioned organizations each independently and collectively worked to advance the education and presence of minority educators. The Holmes Group facilitated in the representation of minority educators by standardizing and proposing professional development schools. Initiatives on behalf of the Holmes Group aided HBCU attendees with planning grants to support work, mentorship, and opportunity for advancement as future educators. Though these groups have aided in the representation and education of minority educators, Dilworth...

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