Diversity in the Public School System: A Qualitative Study of Teachers' Perceptions and Experiences in the Midwest

Virtual Brief Paper (Asynchronous) ID: 58490
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    Guadalupe Perez
    Teacher Education, University of Nebraska Kearney
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    Martonia Gaskill
    Teacher Education, University of Nebraska Kearney

Abstract: Education is constantly changing and innovating with the goal to provide the best learning experiences for all students. A current interest in the research literature is understanding the challenges and opportunities associated with employing minority teachers in K12 schools. This study supports claims that children need to be able to build relationships with diverse people and relate to others from different backgrounds from a young age. Nieto & Bode (2008) claim that US schools are becoming more and more diverse while the teacher body is going in the opposite direction and becoming more homogeneous. When it comes to the distribution of highly qualified teachers in the school systems, poor and minority student populations are less likely to get their fair share (Peske & Haycock, 2006). The purpose of this qualitative study was to explore how minority teachers in Midwestern K12 schools describe their professional experiences as classroom teachers, and their relationships with students, fellow teachers, parents, and administrators. Interviews were conducted with thirty minority teachers employed in small, large, urban, and rural schools in a Midwestern state. From their own words, this study provided an intriguing perspective into the world of ethnic minority teachers in the public school system. Results revealed several major themes: Cultural Brokering, Culturally Responsive Educators, Disproportional Representation, Unsustainability, and Implicit Bias.

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