Increasing the Number of Latino and Navajo Teachers in Hard-to-Staff Schools

In the early 1990s, the Latino Teacher Project at the University of Southern California and the Navajo Nation Teacher Preparation Program, Fort Lewis College, Colorado, were designed to increase the number of quality minority teachers in Latino neighborhood schools and on the Navajo reservation. The purpose of both programs was to address the problem areas of teacher supply and teacher quality. In this article, I focus on the development of the two programs, the leadership involved, and each program's components. I conclude with implications for the development of future programs. Problems in Hard-to-Staff Schools Hard-to-staff schools, like those in urban settings and on Native American reservations, have difficulty recruiting and retaining teachers. As the student population is becoming more diverse nationally, the teacher population remains mainly White and female. This imbalance between students and faculty is most acute in hard-to-staff schools generally in urban or remote rural areas, often with high concentrations of minority students. Despite attempts to broaden opportunities for participation by nontraditional students, traditional programs graduate mainly White teachers. Attempts to increase the number of minorities in these programs, improve the quality of their preparation, and prepare them for schools in hard-to-staff areas have been unsuccessful. Researchers have noted some nontraditional programs for recruiting minority students into teacher education programs and preparing them to teach in difficult settings (Dill & Stafford, 1994; Feistritzer & Chester, 1995; Natriello & Zumwalt, 1993). Unfortunately, researchers have also criticized many nontraditional programs for their brevity and lack of quality (e.g., Darling, Hammond, 1994b; Feiman-Nemser, 1990). The effects of these problems on teacher education programs are visible in hard-to-staff schools in Latino urban neighborhoods and on the Navajo Nation with high demand for well-prepared, more culturally and racially diverse teachers. In 1993, less than 20% of the 6,000 certified teachers on the reservation were Navajo (Navajo Division of Education [NDE], 1993). In California, Latino teachers made up a little more than 7% of all teachers (Castro & Ingle, 1991). Increasing the number of minority teachers in hard-to-staff schools would correct the ethnic and racial imbalance between students and faculty and provide other benefits. Teachers with the same background and language as the students could provide more positive role models, create better communication between teachers and students, develop more relevant curricula, and improve student attitudes toward school. Darling-Hammond and Sclan (1996) note the importance of minority teachers as role models for majority and minority students, the special level of understanding [minority teachers bring] . . . to the experiences of their minority students and a perspective on school policy and practice that is critical for all schools and districts to include.... With the exception of minority teachers, most prospective teachers do not prefer to teach in inner-city schools (p. 74). These ideas are especially important in schools with Latino and Native American children whose cultures are strong and different from that of the majority of teachers. In comparing non-western to western cultural groupings, non-western cultures (Native American, Mexican American, etc.) emphasize group cooperation, value harmony with nature, approach time as relative, accept affective expression, and engage in holistic thinking (NDE, 1993, p. 3). This statement suggests that teachers with the same background as the students and knowledge of these cultural characteristics would have more success in hard-to-staff schools. Teacher Supply The low supply of teachers, particularly minority teachers, interested or qualified to teach in hard-to-staff schools is a concern. …