Alternative Certification, Minority Teachers, and Urban Education
| Author (s) |
Shen, J. |
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| Year of Publication |
1998 |
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| Publication Type |
article |
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| Name of Periodical |
Education and Urban Society |
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| Volume |
31 |
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| Issue |
1 |
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| Page Numbers |
30-41 |
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| Editors |
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| Publisher &
Address |
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| Available From |
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| URL |
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| Suggested Audience |
- Teachers
- Teacher trainers
- Administrators
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| Descriptors |
- Diversity
- Teacher roles
- Teacher CPD/inservice
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Content Abstract
The last decade has witnessed the dramatic development of alternative certification. Shen asserts that one shortcoming of the current empirical research on alternative certification is that the scope of the data source is limited. This study inquires into the link between alternative certification, minority teachers, and urban education, and compares the characteristics of alternatively certified (AC) minority teachers and those of traditionally certified (TC) and AC White teachers. Data suggest that AC is able to diversify the teaching force from the perspective of race and ehtnicity, but not gender and school level. One of the most serious issues with AC is that it attracts a high percentage of minority teachers who do not have any degrees. The author concludes that AC appears to be a double-edged sword in terms of diversifying and improving the teaching force in general and the minority teaching force in particular. (excerpts from article)
Methodological Notes
The data for the study were extracted from the Public School Teacher Questionnaire of SASS93 (School and Staffing Survey), a large national survey designed by the National Center for Education Statistics and carried out by the U.S. Bureau of the Census. The sample is a nationally representative sample of public school teachers certified in the 1- years prior to the 1993-1994 survey.
Additional Comments
Reviews and Commentary by the Field
