Realities of teaching in racially/ethnically diverse schools - Feedback from entry-level teachers

Citation
Dj. Freeman et al., Realities of teaching in racially/ethnically diverse schools - Feedback from entry-level teachers, URBAN EDUC, 34(1), 1999, pp. 89-114
Citations number
30
Categorie Soggetti
Education
Journal title
URBAN EDUCATION
ISSN journal
00420859 → ACNP
Volume
34
Issue
1
Year of publication
1999
Pages
89 - 114
Database
ISI
SICI code
0042-0859(199903)34:1<89:ROTIRD>2.0.ZU;2-D
Abstract
This study identified similarities and differences among two groups of entr y-level teachers from 10 different teacher-preparation institutions (N = 1, 700)-those who began their careers in racially/ethnically diverse schools ( 25% or more racial minority students) and those who taught in schools with low levels of racial/ethnic diversity (10% or fewer racial minority student s). Although the two groups did not differ on most measures, beginning teac hers in high diversity schools did report (a) lower levels of job satisfact ion, (b) greater difficulties in establishing meaningful relations with stu dents, and (c) higher levels of complexity in the reaching environment.