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What Has Been Done and What More Must Be Done To Recruit Minorities in Teaching Mathematics.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Anderson, Beverly J. |
| Copyright Year | 1992 |
| Abstract | This paper on minority teachers in the field of mathematics begins with statistics on minorities in America, in order to put the problem of underrepresentation in perspective. It then showcases programs that appear to be successful in recruiting and/or retaining minorities in teaching mathematics at the school, college, and university levels. The paper stresses the need to increase the number of programs and the number of students served by these programs and specifies the need to maintain these programs over the long run. It offers recommendations to the Mathematical Association of America for developing strategies to attract and retain minorities. The paper calls for magnet schools for the teaching profession; intervention programs for school students interested in teaching mathematics; community college articulation programs in teaching mathematics; four-year college programs that are comprehensive in nature reflecting genuine concern, commitment, collaboration, and creativity in increasing the pool of minority teachers of mathematics; and special programs such as retraining programs. (Contains 19 references.) (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Ir "PERIIIISINON TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 6_ SOPARRIIIINT or awcanoul Mae d ERAcaeonel aseema s. meememme EDUCATIONAL REsources INFORelaTtOo. CENTER offal() 7.17 Tms document nes Deer ree.oduced as -acemra fro.. me (wile^ ongewatmg C Musa ctuanges ne.e eeen made to ....goo.* rillprOduCtOn cwipity TO THE EDUCATIONAL RESOURCES po., .1Por Or OtorKey stood et my y0c,j INFORAWION CENTER (ERIC) ^v^t cro not ^001241Irat .110.11914,1 deco' poaaon a Debar WHAT HAS BEEN DONE AND WHAT MORE MUST BE DONE TO RECRUIT MINORITIES IN TEACHING MATHEMATICS Attracting Minorities into Teaching Mathematics Advisory Working Group Conference, Mathematical Association of Ame'ica Spelaan College/Atlanta Marriott Marquis Hotel, October 23, 1992 Beverly J. Anderson, Professor of Mathematics, University of the District of Columbia Introduction I am 7eased to be here today to speak on the topic, "What Has Been Done and What More Must be Done to Recruit and Retain Minorities in Teaching Mathematics." I believe that it is crucial for us to explore this topic thoroughly and at this time in our history, before the shortage of Black, Hispanic and American Indian teachers of mathematics becomes a crisis in America. In realizing the dearth of minorities as secondary school teachers of mathematics and the possible reasons for it, several programs have been developed to increase the pool of minority teachers of mathematics. The need to increase this pool is serious today in view of the wide disparity between the supply of minority teachers of mathematics and the proportion of minority students in virtually every state in the United States. Not only is it important to ensure that minority students have an opportunity to be taught mathematics by minority teachers, specifically Black, Hispanic and American Indian teachers, during their high school years, but it is equally important for majority students to be taught by minority teachers from these ethnic groups in order to eliminate some of the stereotypes associated with "who can do 0% mathematics." According to the American Association of Colleges frIt° |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED358043.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
