Why did the New York City school district once have the lowest ratio of minority teachers to minority students of any large urban school system in the country? Using an array of historical sources, this provocative book explores the barriers that African American and Latino candidates faced in attempting to become public school teachers in New York from the turn of the century through the end of the 1970s. Christina Collins argues that no single institution or policy was to blame for the citys low numbers of non-white educators during this period. Instead, she concludes in this deeply researched book that it was the cumulative effect of discriminatory practices across an entire system of teacher training and selection that created New Yorks unique lack of racial diversity in its teaching force. Because of its size and diversity, New York represents a particularly valuable case study to learn more about the history of urban teachers in the United States. And, with the current mandate for qualified teachers under the federal No Child Left Behind Act, this fascinating historical account will be essential reading as we debate who is qualified to teach in public school classrooms now and in the future.... 38, 40a42, 44a45, 48, 51, 57, 58, 62; and guidance counseling, 52; and hiring freezes, 42a43, 46; and idealistic teachers, 58; impact of ... 55, 59; and race, 40a 42, 44a45, 52a54, 56a59, 60; and rejection of appointments in New York City, 49 a50; and salaries and benefits, ... 149, 154; and certification/ licensing, 52, 79, 82; differences of between elementary and high school teachers, 141a42; and equal anbsp;...
|Publisher||:||Teachers College Press - 2011|