Multicultural education--United States

This study was designed to investigate the career choice factors that influenced
African American males to become public school teachers. The sample consisted of 122
African American male teachers and administrators who were employed in Florida's
Public School System at the time of this study. This quantitative study utilized a
computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic
career choice factors were examined using descriptive and inferential statistics, including
independent sample t tests and ANOVA to determine the significance of their effects.
Results of the study revealed that all twenty-one career choice factors influenced African
American males in their decision to become public school teachers. However, the level of
influence of intrinsic career choice factors (i.e., opportunity to work with children,
importance of teaching and contribution to society) was significantly higher than the level
of influence of extrinsic career choice factors (i.e., salary, advancement opportunities and fringe benefits) on the career choice decisions of African American male public school
teachers. For educational and political leaders at the national, state and local levels, these
findings may provide them with valuable information to consider as they develop
recruitment strategies aimed at increasing the number of African American male public
school teachers.

This descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical training has always been an integral component of teacher education, disciplinary expertise has generally been the sole prerequisite for college teaching. Most universities offer travel support for faculty to attend professional conferences and provide sabbatical leave. Some academic units organize their own training activities. Consulting specialists may conduct specialized training. An individual or committee may voluntarily coordinate faculty development efforts. Since 1960, an increasing number of campuses have established faculty development centers with their own identities and reporting relationships, staff, budgets, and designated space, often with assistance from federal, state, or foundation funding. Centers focus on classroom instruction (instructional development), on faculty and their needs (faculty development), the overall needs of the institution (organizational development), and/or research. Of 185 respondents, 65 have faculty development centers, 5 have centers devoted to instructional technology, and 27 have active programs without formal centers; most belong to organizations or networks. Most centers have staff, budgets, and dedicated space. Centers are more likely found at large public institutions, report to the chief academic officer, and offer voluntary training to faculty, adjuncts, new faculty, and teaching assistants. Services focused more on andragogy and technology than on diversity. Most have Web sites, limited forms of evaluation, and expansion plans. Eight are women's colleges, 24 are Historically Black Colleges or Universities, and 9 are Hispanic Serving Institutions. Significant differences were found for enrollment, tuition, affiliation, and highest degree awarded and the scope of centers and programs. The study confirmed the value of faculty development centers and programs, the need to increase diversity and technology training, and the importance of evaluation and documentation of the contributions made by faculty development programs to the mission of the institution.