青少年教师职业期望的种族差异

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
North Cooc, G. Kim
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引用次数: 0

摘要

关于有色人种教师缺乏的研究主要集中在大学招生、毕业和学术专业方面的差异。目前的研究考察了差异是否可能更早开始。对全国代表性纵向数据的分析显示,九年级有色人种学生对教师职业的期望比白人学生低2到4个百分点,这种模式在高中和七年后保持稳定。控制学术和社会经济背景可以缩小拉丁裔和白人学生之间的差距,但其他种族和少数民族学生之间的差距仍然存在。另外的研究结果表明,在主修教育的大学生中,早期教师职业期望与种族和民族差异有关。该研究对提高教师多样性和重新思考管道挑战具有启示意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Racial and Ethnic Disparities in Adolescent Teaching Career Expectations
Research on the dearth of teachers of color has focused on disparities in college enrollment, completion, and academic major. The present study examines whether disparities may begin earlier. Analyses of nationally representative longitudinal data show that students of color are 2 to 4 percentage points less likely to hold teaching career expectations than White students in Grade 9—a pattern that remains stable during high school and 7 years later. Controlling for academic and socioeconomic backgrounds reduces the gap between Latinx and White students, but the gap persists for students of other racial and ethnic minority groups. Additional findings show early teaching career expectations relate to racial and ethnic disparities among college students who major in education. The study has implications for improving teacher diversity and rethinking pipeline challenges.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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