The Absent Voice of Minority Educators

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Recommended: Minority as a diversity in education

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 d...

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...tention and turnover rates for minority teachers highlight the discrepancy that exists in education programs that are unsuccessful at keeping educators in the classroom. Dilworth makes a bold move by addressing these concerns as the problem currently has failed to be acknowledged or directed.

Bibliography
Bower-Phipps, L., Homa, T. D., Albaladejo, C., Johnson, A. M., & Cruz, M. C. (2013). Connecting with the "other" side of us: A cooperative inquiry by self-identified minorities in a teacher preparation program. Teacher Education Quarterly, 40(2), 29-51. Retrieved from http://search.proquest.com/docview/1496077064?accountid=15070
Dilworth, M. E. (2012). Historically black colleges and universities in teacher education reform. The Journal of Negro Education, 81(2), 121-135. Retrieved from http://search.proquest.com/docview/1034740109?accountid=15070

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