What does the data reveal?

Total FL degrees(2004-05): 22,820

White (non-Hispanic): 14,517

Black (non-Hispanic): 790

Hispanic: 3,313

Asian or PI: 1,074

Am. Indian/Alaskan Native: 111

Race/Ethnicity Unknown: 1,435

Non Resident Alien: 1,580

Create and fund a marketing and recruitment initiative to attract & retain HQ teachers.

U.S. Department of Education, National Center for Education, (2004-05), Wilberschied, L. & Dassier, J.L.(1995),

Lange, D. (1991)

Examine the history of the program. What was its foundation, one of inclusion or exclusion? How can the institution make the program one of inclusion?

Examine the core values of the program/institution.

Create a strategic plan to meet those values.

Under qualified teachers:

A recent NC study revealed that high poverty schools are disproportionately served by lateral entry teachers

Create incentive programs to attract highly qualified teachers. Offer funding for professional development. Pair LE teacher with a mentor teacher.

Create collaborative relationships w/family through positive first contacts, conversations, newsletters, and relationship building. Remember that different does not mean bad or substandard.

Murrell Jr, P.C. (2002)

Delpit, L. (1995)

African-Americans often advised into less academic career routes (social sciences or social welfare)

Reconstruct advising as collaborative process between student-school-home (community meetings, conferencing, faith community)

Moore, Z. (2005)

Moore, Z. & English, M. (1997, 1998)

Garibaldi, (1992)

First generation students often African-American and Hispanic. 43% do not complete degree.

Forge mentoring relationships, create clubs of solidarity, get students connected (Multicultural/departmental clubs), offer developmental resources (tutors, websites, community events, bridge programs)

Adopt a functional approach to developing oral proficiency and cultural awareness. Who talks more—student or teacher?

Coltrane, B. & Peterson, E (2003)

Hines, K. & Redmond, M.L. (2002)

Focus on multiple intelligences and diverse instructional techniques. Differentiate instruction. Close textbooks & do practical activities (skits, role-play, dialogues, music, kinesthetics)

Shrum & Glisan (2005)

Davis, J.J. & Markham, P. (1991)

Diversify instructional materials. Evenly integrate multicultural lessons like the African diaspora. Use the community to close the gaps (speakers, parents, community & collaborations).

Hines, K & Jenkins, T. (2005 & 2006)

Chiwawana, F. (2006)

Non-academic language devalued as “non-standard” (i.e. African-American Vernacular, Chicano Spanish)

Accept rich cultural dialects. Do not esteem one over the other i.e. Spanish of Madrid vs. Caribbean Spanish; Canadian French vs. Parisian French

Foster, M. (2002) Wilberschied, L. & Dassier, J.L. (1995)

Valdés, G. (1991)

Make it practical. Inform students about the benefits of foreign language study.

Start early with planning and inform students of scholarships and grants. Create service-learning projects. Promote programs like peace corps or teaching abroad.

Examine the core values of the program/institution.

Create a strategic plan to meet those values.

Davis, J.J. & Markham, P. (1991)

Crossroads Diversity Training

Standardized testing for entrance exams and licensure exams

Use alternate entrance procedures like interviews, portfolios etc.

 agreements

Full articulation between high school, community college, and university facilitates transitions.

Use programs like “Teaching Fellows” at the high school level to recruit students. Deliberately advertise & market to minority candidates. Collaborate with high schools & community colleges.

Collaborate with area businesses to create incentive grants or partnerships to increase minority enrollment.

Lack of professional development within teacher education departments on minority recruitment & retention

Incorporate staff development activities on the inclusion (and retention) of persons of color in the department within regularly held departmental meetings