Who Expects to Become a Teacher? International Trends Among Immigrant and Language Minority Students

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Social Justice and International Minority Representation in Education (Table 1)

Abstract

The dearth of teachers from culturally and linguistically diverse backgrounds—their missing knowledge and perspectives in schools—is a longstanding social justice issue that must be remedied. To understand the international scope of this issue and teacher pipeline challenge, we trace student demographic changes and teaching career expectations across 30 countries and among 1.2 million 15-year-olds from 2000 to 2022. We show the student population worldwide is becoming more culturally and linguistically diverse, but teaching career expectations remain low overall (< 5%), especially since the COVID-19 pandemic and among immigrant students. Language minority students, in contrast, express greater teaching career expectations.

Authors

• North Cooc, University of Texas at Austin

• Grace MyHyun Kim, University of Texas at Austin