Middle School Teacher and Student Ethnicity in Texas: A Multiyear
Statewide Analysis
Abstract
This study aimed to determine the relationship between the ethnicity of teachers and the ethnicity of students in Texan public middle schools. Data that covered the school years from 1999-2000 up to 2009-2010 was obtained from the Texas Education Agency Academic Excellence Indicator. Data was statistically analyzed and the results showed that there were positive relationships between teacher ethnicity and student ethnicity among the three ethnicities investigated (i.e. Hispanic, Black, and White) and that there were large effect sizes.
Ethical Considerations
This type of study would involve ethical considerations about whether the public schools’ administrations would be amenable to information about their schools being included in a study. Although the data was publicly available, it may be helpful to make these schools aware of the study being conducted and how information about their school was being used.
Method
Inferential statistics was used in analyzing the relationship between teacher ethnicity and student ethnicity in the public middle schools in Texas. The relationship between the percentage of Hispanic students with the percentage of Hispanic teachers was determined, and the same for Black students with Black teachers and White students with White teachers.
Summary of Results
Results of the study showed that there was a positive relationship between teacher ethnicity and student ethnicity with large effect sizes across the three ethnicities studied (i.e. Hispanic, Black, and White). For example, the correlation coefficient ( r ) between Hispanic teachers and Hispanic students within the school year 1999-2000 was equivalent to 0.71 with ρ<.001 and with a coefficient of determination ( r2 ) equivalent to 0.50. For the same year, the correlation coefficient between Black teachers and Black students was equivalent to 0.69 with ρ< .001 and with a coefficient of determination equivalent to 0.48. Also for the same year, the correlation coefficient between the White teachers and the White students was equivalent to 0.82 with ρ < .001 and with the coefficient of determination equivalent to 0.67. These results indicated that the public middle schools in Texas that had higher percentages of Hispanic enrollees also had higher percentages of Hispanic teachers and vice versa. Moreover, the middle schools that had higher percentages of Black enrollees had higher percentages of Black teachers and vice versa. As well, the middle schools that had higher percentages of White enrollees had higher percentages of White teachers and vice versa. One of the recommendations made by the researchers for future research is a study of the relationship between the ethnicity of teachers and the ethnicity of students at the student level. They also recommended conducting a study that would compare the relationship between teacher ethnicity and student ethnicity among alternative placement schools, private schools, and charter schools in Texas. Also, they recommended expanding the current study to include a longer time period, as well as replicating the current study among other minority groups or adding other variables to identify other relationships.
Critique of the Research Methodology and Conclusions
I think that the research method employed by the researchers accurately depicted the relationship between teacher ethnicity and student ethnicity. However, the findings would have been more relevant if the researchers were able include the students’ academic performance as another variable in the study. Since the researchers’ premise was that having more minority teachers in a school would enable students from the same minority group to perform better, it would have been better if the researchers were able to show a link in this regard. As it is, the results of the study make me question, “So what?”
A Case Study of an Early Childhood Teacher’s Perspective
on Working with English Language Learners
Abstract
This case study aimed to obtain a deeper understanding of an experienced teacher’s practical knowledge about linguistic and cultural diversity. In particular, the researchers aimed to identify the discourses and practices that an experienced teacher used in teaching young ELLs, as well as the strategies she would suggest for teaching ELLs. Two in-depth face-to-face interviews were conducted with the participant, after which her responses were analyzed and coded in order to group her ideas into themes or categories. Results of the study provided several strategies for effectively teaching young ELLs.
Ethical Considerations
One of the ethical considerations in this study would be whether the schools that Tiffany (the participant) currently and previously worked in would not object to Tiffany sharing information about her classes and the school’s curricula. Since Tiffany was also in the process of completing her master’s degree, there may be concern that she would use the results of the study for her own research.
Method
The researchers used a case study, which was a qualitative research method, in obtaining a better understanding of the strategies employed by an experienced teacher in teaching young ELLs. Two in-depth face-to-face interviews that lasted for an hour-and-a-half each were conducted with Tiffany. The interviews were audiotaped and transcribed, with the transcription provided to Tiffany for verification. The researchers then analyzed and coded the transcripts in order to create themes and categories from Tiffany’s responses, with a particular focus on Tiffany’s experiences and thoughts with regards to linguistic and cultural diversity.
Summary of Results
Analysis of the transcripts resulted in the creation of several themes and categories. However, with regards to the research questions posed for this study, the participant suggested that ELLs’ feelings of being alienated should be recognized; that teachers should try to communicate with the student’s parents; that ELLs should be provided with ESL classes; that teachers should promote social interactions among the students; that teachers should create a safe learning environment for ELLs; that the tourist curriculum and contributions approach be used; that curriculum should be modified in consideration of the students’ level of ability; and that strategies such as role playing and character education be used in helping students develop positive attitudes and ideas about diversity.
Critique of the Research Methodology and Conclusions
The case study method effectively provided the researchers with a better understanding of how the learning of young ELLs can be facilitated. The strategies described by the participant were quite comprehensive. However, the validity of the study’s findings could have been made stronger if the participant or the researchers were able to support their claims (i.e. the effectiveness of the strategies discussed) with quantitative data, such as improved test results or improved performance, as a result of employing the said strategies.
