Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

City University of New York (CUNY)

Diversity

Social and Philosophical Foundations of Education

Publication Year

Articles 1 - 2 of 2

Full-Text Articles in Education

Diversity Still Matters: School-Level Racial Diversity, Poverty And Performance Of New York City Public Schools, Byunghwa Kim Feb 2023

Diversity Still Matters: School-Level Racial Diversity, Poverty And Performance Of New York City Public Schools, Byunghwa Kim

Dissertations, Theses, and Capstone Projects

During the last few decades, schools in New York City (NYC) have experienced great demographic changes due to the massive influx of various ethnic and racial groups. Although the race and ethnicity makeup of NYC is 42% white, 29% Hispanic or Latino, 24% Black or African American and 14% Asian, 74% of Black and Hispanic students attend a school with less than 10 percent white students, while 34% of white students attend a school with more than half white peers. Also, more than 60% of Hispanic and Black students are attending schools where more than 75% of peer students experience …


On Becoming A Teacher (Or Not): Students Of Color's Perceptions Of Teachers' Work, Consideration Of Teaching As A Career, And Implications For Diversifying The Teaching Force, Amanda Lee Winkelsas Feb 2014

On Becoming A Teacher (Or Not): Students Of Color's Perceptions Of Teachers' Work, Consideration Of Teaching As A Career, And Implications For Diversifying The Teaching Force, Amanda Lee Winkelsas

Dissertations, Theses, and Capstone Projects

The racial/ethnic demographics of the American public school teaching force stand in contrast to the racial/ethnic demographics of the students and families who are served by our public school system. In an effort to understand the racial/ethnic demographic disparities between the teaching force and the public school student population, this study explores the perceptions of students of color as they relate to teachers' work, authority, and power. Utilizing a participatory, mixed methods approach in one public, urban, college preparatory school, I analyze the experiences, cultural models, and knowledges that shape students' perceptions of teachers' work and their own consideration of …