caa a22 4500 465757103 CHVBK 20180323111850.0 cr unu---uuuuu 170327e19900301xx s 000 0 eng 10.1007/BF01110630 doi (NATIONALLICENCE)springer-10.1007/BF01110630 Teacher assignment, hiring, and preparation: Minority teachers in New York City [Elektronische Daten] [Susanna Pflaum, Theodore Abramson] This article examines issues related to minority teachers in New York City. Although increasing proportions of teachers hired in the last decade are black, Hispanic, or Asian, the gap between proportions of pupils and teachers remains due to increases in minority pupils. There are strong correlations between proportions of teachers and pupils in districts within racial and ethnic groups. The converse is also true; there are strong negative correlations between black and Hispanic teachers, for example, and percent of white and Asian pupils. Districts with larger proportions of minority pupils tend to have more "emergency” new teachers, fewer fully certified teachers, and fewer experienced teachers. Only 58% of the new black or Hispanic teachers, compared with 82% of white teachers, indicated they intend to remain in teaching after five years. Interviews with personnel directors suggest there are no systematic constraints on selection processes. New minority teachers queried about their job-search practices suggest somewhat more frustration with the process and less use of local leads than white teachers. Together these data suggest that the ability to increase the number of minority teachers is a more complex problem than recruitment and training. Moreover, minority pupils do not appear to have equal access to experienced and fully qualified teachers. Human Sciences Press, Inc., 1990 Pflaum Susanna School of Education, Queens College-CUNY, 11367, Flushing, NY aut Abramson Theodore School of Education, Queens College-CUNY, 11367, Flushing, NY aut The Urban Review Kluwer Academic Publishers-Human Sciences Press 22/1(1990-03-01), 17-31 0042-0972 22:1<17 1990 22 11256 https://doi.org/10.1007/BF01110630 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF01110630 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Pflaum Susanna School of Education, Queens College-CUNY, 11367, Flushing, NY aut NATIONALLICENCE 700 1- Abramson Theodore School of Education, Queens College-CUNY, 11367, Flushing, NY aut NATIONALLICENCE 773 0- The Urban Review Kluwer Academic Publishers-Human Sciences Press 22/1(1990-03-01), 17-31 0042-0972 22:1<17 1990 22 11256 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer