1990 NCTE Annual Business Meeting in Atlanta, Georgia
This resolution stemmed from NCTE members’ concern about population trends indicating that by the year 2000, proportionately greater numbers of ethnically and culturally diverse students will be taught by proportionately fewer teachers from these groups.
Students, the members said, could complete their public schooling without learning from teachers of a race, ethnicity, or culture different from their own. Students of color, they said, will have fewer teacher role models, and stereotyping of the culturally diverse may be reinforced. Thus, the nation’s public schools will be less able to achieve one of the most important goals of a democratic society. Be it therefore
Resolved, that the National Council of Teachers of English expand its efforts to recruit, guide, and retain ethnically and culturally diverse group members, for example, Hispanic, African American, Asian American, and American Indian, who might enter the English language arts teaching profession;
that NCTE seek avenues of funding from national and international foundations and corporations to support financially the preparation of ethnically and culturally diverse individuals who may wish to enter the English language arts teaching profession;
that NCTE urge universities, schools of education, public schools, state departments of education, state legislatures, federal agencies, and NCTE affiliates to develop programs to recruit and retain ethnically and culturally diverse educators;
that NCTE urge state departments of education to re-examine credentialing practices and policies, and to change or eliminate those which prevent ethnically and culturally diverse people from entering the English language arts teaching profession; and
that NCTE encourage and support its affiliates in their efforts to recruit ethnically and culturally diverse educators for membership and leadership roles.
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