ETHNIC/RACIAL COMPOSITION OF TEXAS PUBLIC SCHOOL TEACHERS AND STUDENTS: A MULTI-YEAR DESCRIPTIVE ANALYSIS

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dc.contributor.advisorSlate, John R
dc.creatorMoye, Alan K
dc.creator.orcid0000-0003-4528-779X
dc.date.accessioned2020-12-10T14:11:46Z
dc.date.available2020-12-10T14:11:46Z
dc.date.created2020-12
dc.date.issued2020-09-18
dc.date.submittedDecember 2020
dc.date.updated2020-12-10T14:11:46Z
dc.description.abstractPurpose The overall purpose of this journal-ready dissertation was to describe the racial/ethnic demographic characteristics of students and teachers in Texas public schools. The first specific purpose was to describe the ethnic/racial demographic characteristics of students and teachers in Texas elementary public schools for the 2010- 2011 through the 2018-2019 school years. A second purpose was to determine the ethnic/racial demographic characteristics of students and teachers in Texas public middle schools for the 2010-2011 through the 2018-2019 school years. A third purpose was to identify the ethnic/racial demographic characteristics of students and teachers in Texas public high schools for the 2010-2011 through the 2018-2019 school years. A final purpose was to identify the degree to which trends might be present in the ethnic/racial membership of students and teachers in Texas public elementary, middle, and high schools over a 9-year time period. Method For this analysis, a longitudinal descriptive research design was utilized. Archival data, from the Texas Education Agency, were acquired for Texas public elementary, middle, and high schools for the 2010-2011 school year through the 2018-2019 school year. Participants were teachers and students in Texas public elementary, middle, and high schools. v Findings The ethnic/racial composition of Texas public school teachers and students over the span of 9 school years (i.e., the 2010-2011 school year through the 2018-2019 school year) varied. The percentages of White teachers and White students declined over this time period. Even with declining percentages, however, White teachers had the highest percentage of the four major ethnic/racial teacher groups. The percentages of Hispanic teachers and Hispanic students increased over the 9 school years. A sizeable gap remains, however, between the higher percentages of Hispanic students and the lower percentages of Hispanic teachers. The percentages of Black teachers and of Black students remained relatively consistent over the 9 school years. Similar results were established for Asian teachers and for Asian students. Substantive differences were present between the ethnic/racial diversity of teachers and of students. As such, more efforts to increase teacher diversity are warranted.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2924
dc.language.isoen
dc.subjectAsian
dc.subjectBlack
dc.subjectElementary school
dc.subjectHigh school
dc.subjectHispanic
dc.subjectMiddle school
dc.subjectRace/Ethnicity
dc.subjectTexas Academic Performance Report
dc.subjectTexas Education Agency
dc.subjectWhite
dc.titleETHNIC/RACIAL COMPOSITION OF TEXAS PUBLIC SCHOOL TEACHERS AND STUDENTS: A MULTI-YEAR DESCRIPTIVE ANALYSIS
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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