AN EXPLORATORY STUDY OF THE CAREER DECISIONS OF AFRICAN AMERICAN AND HISPANIC TEACHERS

Abstract

There is a need for culturally diverse teachers. Weiher (2000) studied the relationship between African American and Hispanic student achievement and schools with teachers from diverse ethnic backgrounds. Results indicated the greater the difference between the percentage of ethnically diverse teachers and the percentage of diverse students, the lower the percentage of students who score proficient on the state test. Exposure to various cultural experiences is important to quality education (Anda 1984; Eubanks & Weaver, 1999; Irvine, 1989; King, 1993; Morris, 1990). These experiences prepare students for success in a global market. In 2004 Hobson-Horton and Owens found almost one third of the student population was non-white, compared to 12% of the teacher population. A lack of ethnically diverse teachers fosters a need to learn about the career decision of African American and Hispanic teachers. Lent, Brown, and Hackett (1994) developed social cognitive career theory (SCCT) which suggests that occupational interests extend from three cognitive variables including self-efficacy beliefs, outcome expectations, and personal goals (Lent & Brown, 1996). Self-efficacy is a person's beliefs in his capabilities to successfully engage in an activity and develops from past performances, vicarious learning, social persuasion, and anxiety management. The origin of self-efficacy relates to one's family, gender, ethnicity, socioeconomic status, and level of educational experiences (Betz, 2004). According to Hackett and Byars (1996) the research on career development has not addressed the influences of race and ethnicity. Due to this lack of research, the focus of this research was upon vicarious learning and social persuasion, which deal with cultural and familial influences. Findings indicated that vicarious learning had an impact on the career decision-making process for African American and Hispanic teachers. Social persuasion had little influence on the decision making process. Recommendations for the school district were to begin early developing an awareness of teaching as a career. Interested students should be involved in "teaching experiences". Assigning a mentoring teacher provides vicarious learning opportunities. The district should provide a "Grow Your Own" scholarship program. Community support was essential for encouraging teachers to move into the district.