Preparing Teachers to be Effective in Cross-Cultural Learning Environments

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Author(s): Grace Onchwari (University of North Dakota, USA)
Copyright: 2014
Pages: 11
Source title: Cross-Cultural Considerations in the Education of Young Immigrant Learners
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-4928-6.ch014

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

According to the Bureau of Labor Statistics, only 18.9 percent of elementary and middle school teachers are from diverse backgrounds. Only 15 percent of preschool and kindergarten teachers are minority (“Household Data Annual Averages,” 2008). The current teacher workforce remains predominantly white, middle class (Hughes & Kwok, 2007), and female (Kearney, 2008; Weinstein, Tomlinson-Clark & Curran, 2004; Garmon, 2005; Thomas & Kearney, 2008). Another problem that affects teacher workforce is that half of new teachers leave their jobs within their first five years of teaching (Kearney, 2008). Because of high burn out due to improper working conditions and lack of support, teachers are leaving schools with a high minority rate (Horng, 2009). Therefore, this chapter is intended to stimulate reflections on strategies to deal with the increasing diversity in the national teacher educator workforce. Further, since diversity is a complex issue, issues that teachers of all ethnicities (including white) come across in working with culturally diverse learners are also examined.

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