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There I s A Growing Need For More Minority Educators Dr. Delano Tucker

There I s A Growing Need For More Minority Educators Dr. Delano Tucker. AAHPERD ST. LOUIS, MO. APRIL 3,2014. Historical Meaning and Perspective. In the 60’s Nancy Bayles conducted a large ,cross-sectional study of 1,409 infants. 55% white,42% Black ,2.3% Puerto Rican and .07% other.

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There I s A Growing Need For More Minority Educators Dr. Delano Tucker

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  1. ThereIs A Growing Need For More Minority EducatorsDr. Delano Tucker AAHPERD ST. LOUIS, MO. APRIL 3,2014

  2. Historical Meaning and Perspective In the 60’s Nancy Bayles conducted a large ,cross-sectional study of 1,409 infants. 55% white,42% Black ,2.3% Puerto Rican and .07% other. Her study dealt with such factors as parents’ education and correlated with socioeconomic status and rearing styles. Her study concluded there was no difference between Black and White infants in the first 15 months of life.

  3. Motor skills, perceptual motor and mental abilities were found to be unrelated to sex, race ,birth order, geographical location, or parental ability. • However, Bayley (1965) did find that in the area of motor development, the black babies were more advanced than the White Babies during the first 12 months. • Two other studies during this time period reflected a variety of explanation for “racial “ development difference. Waters (1967) and Howard University researchers Williams and Scott (1953) found infant motor precocity to be influenced by permissive rearing styles of lower socioeconomic families, not genetics traits. • For these researchers the concept of African American motor precocity was a stereotype associated with lower mental functioning and Bayley felt the faster motor development of the black infants was due to genetic factors.

  4. Sociologist Harry Edward has challenged this argument accordinging to Davis (1990). • Guttentag and Freedman’s motor precocity demonstrated innate differences between races and highlighted the need for educators and society to be aware of these differences in order to adjust teaching and rearing styles to accommodate the higher level of activity among black children. • Charles Super (1976), an anthropologist, contradicted biological explanations .He found the environment in which children were raised to be a primary factor in their development. He suggested that anyone who study culture differences need to structure their instruments and questions in a way that can account for culture diversity.

  5. Plimpton and Regimbal (1992). They assessed that motor proficiency between black and white first graders stated “the African-Americans had more advance gross motor skills than “whites” and conclude that environment may have an effect. • Rosser and Randolph (1998) Howard University researchers ,who were black, consider the influences of black mothers’ child –rearing practices and attitudes on their children ‘s behavior. • These were done as comparative studies rendering a dichotomous nature and it showed in most instances neither biological or environmental factors made a difference in children motor development.

  6. Modern Day Perspectives According to Siedentop, (1991) effective instruction in physical education has been defined as "managing students well to decrease disruptions and increase time for learning “ and then “organizing that learning time with activities matched to students abilities so that an optimal amount of learning takes place.” Paul and Sherrill (1998) stated that, “future studies should focus on how diverse learners can be accommodated more than how diverse learners affect other children.”

  7. They further stated that “physical educators may be better able to serve the needs of all students through cultural/social minority models”. • I feel that there is such an awkwardness throughout the various academic entities that race, ethnic, and cultural differences aren’t discussed as they should be. A need for more communication is apparent . • Multiculturalism and diversity should always be a part of the university ,the departments and the educational institution's philosophy. Development of a philosophy

  8. Students from various ethnicities bring various perspectives and paradigms from their culture that can be educational to everyone. • The diverse student can come with more awareness and real world experiences. • Enrollment of Hispanic and Asian students in American schools has increased more than 5 million since 1990. • To ensure inclusivity, educators of the 21st century will have to address access for all learners and pay attention to the multifaceted needs of all groups. • Teachers education programs must be inclusive of candidates that they produce to be culturally, linguistic and developmental diverse.

  9. How can the Diverse Educator Assist The diverse educator can assist with recruiting, and retention and they may help build an acceptable relationship with other students that might like to attend your institution. Individuals that have had negative experiences in diversity might gain insight and experience a better understanding of those negative situations through contact with a minority student.

  10. Demographic shift and the numbers of ethnic minorities are increasing. Program participation will increase. • The need for more professionals in all subject areas to assist with the increased population shift. • Gasman (2010) the challenging economic and social issues we face as a democracy “states our future economic prosperity is directly related to expanding the workforce that includes a diverse and educated pool of well -trained workers. The workforce of students of color will need to increase in our institutions for training to meet the national need. This training of the current and future generation of color will be vital contributors to our national economic prosperity”

  11. Minority Cites Enrollment Gains Latinos are the nation’s fastest growing ethnic group. They account for 15.4 % of the nation’s population ,that figure will double in 40 years. By 2022, the proportion of Blacks and Latinos enrolled in U.S. higher education institutions will reach 33.8 percent of all enrolled students, up from 30.1 percent in 2011, according to the U.S. Education Department. Black and Latino students expected to outpace by more than three times the rate of enrollment increases by Whites and Asian Americans between 2011 and 2022.

  12. Audrey Dow notes that over the past few years U.S. and state high school graduation and undergraduate enrollment data including the “Projections” report, have made it clear that Blacks and Latinos are increasingly completing high school and seeking college degrees. While enrollment data demonstrate that Blacks and Latinos are eager to attain postsecondary success. It’s critical to ask whether American colleges and universities are putting in place the retention and student support services that will enable these underrepresented minority students to succeed and graduate at the undergraduate level. • Other report findings show that from 2011 to 2022 the total Black proportion in higher education will increase from 15.5 to 17.3 percent of all enrollments. Latino students are expected to move from 14.6 to 16.5 percent. White enrollment representation will decline from 62.3 to 59.2 percent; and the proportion of Asian Americans in higher education will fall from 6.5 to 6.1 percent.

  13. Minority Enrollment in the University An analysis by the American Council on Education found that minority enrollment rose by 50.7 percent. Students remained relatively flat, growing by only 3.4 percent, to 10.5 million according to “The Minorities in Higher Education Twenty-second Annual Status Report.” American Indians achieved gains in all degree categories over the period studied, with the most increase occurring at the master’s degree level. Foreign students were the only group in 2003-2004 to have earned more master’s degrees than bachelor’s and associate degrees combined.

  14. Hispanic student growth outpaced all racial/ethnic groups increasing by nearly 70 percent, to 1.6 million enrolled in the fall of 2003. The largest growth took place in four-year institutions, where Hispanic enrollment rose by 75.1 percent, compared with 64.2 percent increase at two-year institutions. Hispanics accounted for 41 percent of the new minority students over the past 10 years. • HBCUs saw an 8.3 percent increase in enrollment between 1993 and 2003, and enrolled more than 303,500 students. About 17,650 students were enrolled in tribal colleges in 2003. • American Indian enrollment grew by 38.7 percent in the 10-year period, up from more than 117,000 in 1993 to nearly 163,000 in 2003. • Enrollment of students whose race/ethnicity unknown increased by 114 percent to total slightly more than 1 million. • The number full-time faculty position held by minorities grew from 65,000 in 1993 to more than 97, 000 in 2003.

  15. Minority Servicing Institution More minority undergraduate students are enrolled in U.S. colleges and universities than ever before, and more of them are choosing minority-serving institutions such as historically Black colleges and universities, Asian-serving institutions and Hispanic-serving institutions. According to a report by the National Center for Education Statistics, undergraduate enrollment in the United States increased by 39 percent between the years of 1984 and 2004. During that time span, minority enrollment more than double, increasing from 1.9 million to 4.7 million.

  16. In 2004, minority students constituted nearly one-third of the total undergraduate enrollment. Visibility of minority students on college and university campuses, analysts say, reflect the shift in the general demographics of the U.S. population. • Hispanic undergraduate enrollment had the highest growth, at 237 percent, among racial/ethnic groups, followed by Asian, American Indian, and Black enrollment. Black undergraduates remained the largest single minority group on U.S. college campuses.

  17. Enrollment of Minority Undergraduates • HSIs made the most significant increase during the reported time span. In 1984, there were fewer than 60 HSIs nationwide. This figure increased to 366 in 2004.

  18. While the number of HBCUs declined by five from 1984 to 2004, the number of predominantly Black institutions surged, increasing from seven in 1984 to 16 in 2004. • “Part of the reason I chose a historically Black college was for the experience.” says Tatiana Miller, a 2006 graduate of Clark Atlanta University. “I knew that I would find curriculum that catered to my interests, professors that looked like me and a family atmosphere. Clark Atlanta also afforded me the benefit of small class sizes. I was able to receive the individual attention that I needed.”

  19. Strategies and Best Practices for Changing the Culture Make sure the administration has made a total commitment to recruiting and retaining the diverse and minority student and educator. Network with other minority organizations and use websites to advertise your commitment. Let students know that you truly embrace their differences and will try to make them feel as comfortable as possible. Learn their names and something about their culture before they attend. Make sure they have good mentors that are caring. According (Santiago 2009) one of the inexpensive intuitional practices is to offer a class on name pronunciation for faculty development of Latino students.

  20. Strategies and Best Practices for Changing the Culture This practice of correct name pronunciation make the students feel more welcome. Providing intuitional aid ,student support services , cultural understanding, supplemental instruction and learning communities are examples of adaptations that can be made. Design orientation and training sessions for faculty and staff to meet the needs of the diverse student.

  21. Offer first year workshops for your diversity faculty to orientate them to expectations and requirements of the university . • Review all policies ,procedures ,syllabi, and processes to ensure that they have addressed relevant diversity issues. • The diverse /minority educator can be an valuable asset to education and others about the socio-culture differences, the challenges that they have encountered and will encounter and their complex needs for succeeding in the 21th century.

  22. REFERENCES • Assimilation and Adaptation Needed to Improve Latino Student Success ,Deborah Santiago, Diverse issues, 12-2,2009 • Endangered Species: Male Students of Color in Higher Education ,Dr. Marybeth Diverse Issues ,Gasman ,1-20,2010 • Bayles,N.(1965) .Comparison of Mental and motor test scores for ages 1-15 months ,Child Development ,36 .National Association for Physical Education in Higher Education , Social and Justice and Diversity ,November 1999 • Davis ,L. (1990) the articulation of difference, Sociology of Sport Journal 7. • Diverse Issues in Higher Education,10/30/2006,11/28/2007,03/13,2014 • Freedman ,D, Human Infancy: an evolutionary perspective. Quest ,vol 51, 99 • Plimpton, C, and Regimbal.C. (1992),Differences in motor proficiency ,Perceptual and Motor Skills,74 ,Quest ,vol 51,1999 • Rosser P. and Randolph ,S.,(1989) .The Black American infant: the Howard University normative study, Quest ,vol. 51, 1999 • Super,C.M.(1976) Environmental effects on motor development: the case of African Infant. precocity. Developmental Medicine and Child Neurology,18. • “The 22nd Annual Status Report” ,U.S. Department of Education's National Center for Education Statistics (NCES) and the U.S. Census Bureau, 2006. • Pangrazi,R.P & Dauer,V.P (1995),Dynamic physical education for elementary school children ,11th Ed,Boston,MA,Allyn and Bacon. • Sherrill,C.(1998) Adapted physical activity,recreation,and sport.Boston,MA.,McGregroy-Hill • The Status Report uses data from the U.S. Department of Education’s National Center for Education Statistics (NCES) and the U.S. Census Bureau.

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