Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Journal of Social Studies Research - Tập 40 - Trang 71-83 - 2016
Christopher L. Busey1, Stewart Waters2
1Texas State University, College of Education, 601 University Drive, ED 3030, San Marcos, TX 78666, USA
2University of Tennessee-Knoxville, A210 Jane and David Bailey Education Complex, 1122 Volunteer Boulevard, Knoxville, TN 37996-3442, USA

Tóm tắt

Growth in racial and ethnic diversity among public school P-12 students stands in stark contrast to the teaching population who tend to be monolingual, White females. Secondary social studies teachers defy demographic teacher trends, as they tend to be male, albeit White males who still are not representative of the students they teach. What is missing from the discourse of student–teacher imbalance however is discussion surrounding diversity among social studies teacher educators. The purpose of this study was to examine racial, ethnic, and gender demographics for social studies teacher educators using a framework of critical teacher demography. Findings revealed that social studies teacher educators tend to reflect the population of social studies teachers with many being White males. Furthermore, social studies teacher educators tend to focus their research on concepts such as democratic citizenship with little focus dedicated to critical multicultural issues. The paucity of diversity in demographics and research is critical for social studies teacher educators to consider if we are to reflect multiculturalism in 21st century schools.

Tài liệu tham khảo

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