Designing Professional Development for K-12 Teachers in Response to the Growing Diversity in the Suburbs

• In Event: Pro Bono Education Research Service Projects (ERSPs): AERA's ERSP Initiative

Abstract

Today, minority students make up 51% of the student enrollment in America’s K-12 public schools. Yet, there has been a dearth of educational research that has examined the increase of the racial and ethnic diversity in America’s K-12 suburban schools and its impact on students’ academic and social future. Teacher education research illustrates that the outcome of student success is dependent on the quality of teachers and its response to minority students’ need for culturally relevant curriculum and pedagogy. The purpose of this study is to assess two Long Island school districts’ current professional development for their K-12 teachers and administrators to examine student diversity and to explore ways that school districts can develop culturally responsive curriculum and pedagogy for their student population. The goals of this research are as follows: 1) Assess the strengths and the challenges of professional development in student diversity for K-12 teachers and administrators in Long Island public schools, 2) Provide key recommendations on the best practices of professional development for teachers and administrators to develop culturally responsive curriculum and pedagogy for all K-12 students.

Author

• Judy W. Yu, Queens College