AAHPERD ST. LOUIS, MO. APRIL 3,2014 There Is A Growing Need For
More Minority Educators Dr. Delano Tucker
Slide 2
Historical Meaning and Perspective In the 60s 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.
Slide 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.
Slide 4
Sociologist Harry Edward has challenged this argument
accordinging to Davis (1990). Guttentag and Freedmans 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.
Slide 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.
Slide 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.
Slide 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 arent 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
Slide 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 21 st 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.
Slide 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.
Slide 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
Slide 11
Minority Cites Enrollment Gains Latinos are the nations fastest
growing ethnic group. They account for 15.4 % of the nations
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.
Slide 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. Its 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.
Slide 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 masters degree level.
Foreign students were the only group in 2003-2004 to have earned
more masters degrees than bachelors and associate degrees
combined.
Slide 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.
Slide 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.
Slide 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. Percentage change in
undergraduate enrollment between TotalWhite African American
HispanicAsian American Indian 1984 and 199415.34.83295.396.350.6
1994 and 200420.89.946.172.441.036.9 1984 and
200439.315.292.8236.6176.950.6
Slide 17
Percentage change in undergraduate enrollment between
TotalWhite African American HispanicAsian American Indian 1984 and
199415.34.83295.396.350.6 1994 and 200420.89.946.172.441.036.9 1984
and 200439.315.292.8236.6176.950.6 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.
Slide 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.
Slide 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.
Slide 20
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. Strategies and Best
Practices for Changing the Culture
Slide 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.
Slide 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 22 nd
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,11 th 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 Educations National Center for Education
Statistics (NCES) and the U.S. Census Bureau.