Donna Y. Ford

On a daily basis, our school student population is becoming increasingly diverse. Conversely, the teaching force is rather homogeneous relative to race and ethnicity. Now, more than ever before, educators are seeking ways to respond affirmatively to the changing demographics of the student population. Many schools have initiatives that target recruiting and retaining a more racially, ethnically, and linguistically diverse teaching force.

The focus on teacher diversity is most evident in the general education literature, where a consistent body of work indicates that minority groups are sorely under-represented in the teaching profession. Comparatively speaking, little attention has focused on the presence of minority teachers in gifted education. This study seeks to address this void. It looks at factors affecting the decision of minority groups to become teachers in gifted education

Forty-four minority teachers participated in this study. Interestingly, while 42% of the teachers reported that they currently work with gifted students, few shared their reasons. More teachers discussed why they had not become teachers of gifted students. Two themes related to social reasons and two related to personal reasons. Social reasons related to lack of administrative support and lack of gifted education programs. Personal reasons related to lack of interest and philosophy (i.e., the belief that “all children are gifted”). Likewise the minority teachers identified social and personal reasons for becoming teachers of gifted students. Some teachers also shared how their experiences with special education students influenced their vocational choice. For instance, several teachers shared concerns regarding negative experiences in special education, as well as experience in working with gifted students with special needs.

Social or external reasons for becoming teachers of gifted students included support and encouragement from colleagues and administration. Personal reasons included an interest in gifted students, primarily curiosity and intrigue about these students, and a determination to demonstrate that minority teachers can be competent gifted education teachers.

Although a national study, the findings are limited due to the small sample size. Future studies must be conducted with larger numbers of teachers. Nonetheless, a critical factor identified in this study and others is the need for more administrators and school districts to encourage minority groups to enter gifted education. Recruiting minority groups into gifted education requires providing them with gifted education exposure and experience throughout their educational and professional experiences.

Reference:

Factors Affecting the Career Decision Making of Minority Teachers in Gifted Education
Donna Y. Ford
 

Conclusions

1. Minorities are under represented in the teaching profession as the student population becomes even more diverse. (41% minority in student population, 15% minority in teacher population)
2. School districts try to institute initiatives to recruit teachers from a diverse background, but few of these teachers choose to pursue gifted education.
3. There are several social and personal reasons why minority teachers may or may not specialize in gifted education.
   • Social reasons for not going into gifted education:
     • lack of administrative support
     • lack of gifted programs.
   • Personal reasons for not going into gifted education:
     • lack of interest
     • a personal philosophy that “all children are gifted.”
   • Social reasons for going into gifted education:
     • support and encouragement from colleagues and administrators.
   • Personal reasons for going into gifted education:
     • interest and intrigue with gifted students
     • negative experience in special education and the awareness of gifted students with special needs
     • a determination to show that minority teachers can be competent gifted teachers.
4. There is a need for minority teachers in gifted education as they are adept at mentoring and advocating for minority students. Minority students profess to identify more with school when they have minority teachers.
5. Administrators and districts need to support minorities in pursuing gifted education through exposure and experience.