Why We Need a Diverse Teaching Force
In school, girls routinely outperform guys. Several reasons might account for this, but research has shown that students do better when they have a teacher who is of the same race or gender as them. Of course, educators of various colors and genders exist, but data show that white women make up the majority of instructors.
This means that students who are similar to their teachers are more likely to succeed academically and are even more inclined to seek professions in teaching, and the cycle continues. Attendance, academic achievement and disruptive behaviors have all been shown in studies to be related to the demographic match between learners and instructors. This article discusses some of the reasons why students must have a diverse teaching staff.
Educators of color have greater expectations for their students.
Educators, like everyone else, have conscious and subconscious preconceptions that might impact how they operate. Because of prejudices or prejudice, white instructors may have lower expectations of students of race, resulting in underperformance. Educators of color have greater expectations of students of color, and students of color benefit from this treatment.
Learners require a role model to whom they may connect.
It is good for learners of any race or background to observe someone who looks like them in a position of authority. If a student is oppressed by society and told they will never succeed, this can become a self-fulfilling prophecy. When a student encounters someone similar to them (from the same country of origin, the same race, speaks the same language, has the same gender identity, etc.), it provides them with someone to look up to who they consider to be similar to them.
It is tremendously important and powerful for learners to have an authority figure to whom they can connect, and learners (especially once they have progressed beyond the primary level) often perform better for instructors who are similar to them.
Educators use their cultural settings to approach students differently.
Educators who have had comparable cultural experiences to their students are more likely to handle them properly. A teacher of color is more likely to be aware of and understand the social challenges that students of color encounter, and hence is more likely to consider this cultural context while interacting with students.
This can include academic techniques, discipline, and contact with family members, among other things. One detrimental prejudice in education, for example, is that all Asians are naturally strong at arithmetic. An Asian math teacher may better grasp this stereotype and its influence on Asian learners, allowing them to treat their Asian students more equally and provide them with the academic assistance they require rather than presuming that these students do not require extra help or attention in arithmetic class.
All students must have a diversified teaching force. What works effectively in the present paradigm is that in primary school, students frequently learn many courses from the same instructor. According to research, similarities between learners and instructors are less essential at the primary level, probably because students at this age are not socially or culturally aware enough to be aware of unequal treatment.
In middle school and beyond, students may have various teachers for different courses. This enables schools to develop a varied teaching force that represents the learner body, ensuring that every student has a relatable instructor. Learners can only benefit from having at least one instructor who is similar to them at school, and it is the job of educational administrators to intentionally establish a diverse teaching staff.