In the course of his article, Kraig reviews a number of important ways to assure the recruitment and increase of minority teachers in the public school system. He also discusses specific programs which could stand as exemplary efforts directed at the daunting task of increasing the number of minorities in the educational pipeline, and ultimately, in the public school setting. Before examining these model programs and strategies, Kraig reviews the current and future demographic trends which suggest that the “relative population of the teaching force is not even close to being representative of the composition of the student body in terms of ethnicity.” This statistical revelation enables Kraig to advance his first reason for increasing the number of minorities in education — namely, that the ethnic representation of the student population should in some way be matched by a comparable percentage in the ethnicity of those hired to teach in the public schools.
Critique [of Strategies to Increase the Number of Minority Teachers in the Public Schools by Glenn M. Kraig]
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Jesse M. Vazquez; Critique [of Strategies to Increase the Number of Minority Teachers in the Public Schools by Glenn M. Kraig]. Explorations in Ethnic Studies 1 July 1992; 15 (2): 28–31. doi: https://doi.org/10.1525/ees.1918.104.22.168
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