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Educational Assessment, Evaluation, and Research

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University of Connecticut

Diversity

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Full-Text Articles in Education

Expanding Teacher Diversity And Learning Achievements: Understanding And Supporting The Teaching Career Decision Making Of Minoritized Students, Jannatul Anika May 2023

Expanding Teacher Diversity And Learning Achievements: Understanding And Supporting The Teaching Career Decision Making Of Minoritized Students, Jannatul Anika

University Scholar Projects

The purpose of this study was to explore how college students of color who are considering (or have considered) the teaching profession describe the internal and external factors that are influencing their career decision. In Connecticut during the 2021-22 academic year, 89.9 percent of public school teachers identified as White, while Connecticut’s population of students of color is more than 45 percent. This project translated the observations and experiences around the lack of diversity in the teaching workforce and aimed to understand the underlying reasons why there is a shortage of teachers of color with the goal of recommending solutions. …


Development Of An Instrument To Measure University Students' Social Ties And Social Distance With A Particular Focus On Racial And Ethnic Diversity, Vanessa E. Kass Oct 2008

Development Of An Instrument To Measure University Students' Social Ties And Social Distance With A Particular Focus On Racial And Ethnic Diversity, Vanessa E. Kass

NERA Conference Proceedings 2008

The opportunities for students to create and maintain friendships with individuals whose experiences and cultures differ from their own is steadily increasing. A survey designed to measure students' social ties and social distance was administered to one hundred eighty-two university students. Statistical analysis reveals that students who are more comfortable with people from a different race or ethnicity are more likely to interact with diverse groups. Additionally students are more likely to interact with diverse groups in the classroom than in purely social situations. These findings influence the types of interactions that create meaningful and long-lasting relationships among diverse groups.