Teacher Certification and the African-American: Testing and Other Issues
Laurie Bernadette Midgette
William E. Cross, Jr.
Thesis DT 3.5 1992 M629
ix, 115 leaves: ill.; 29 cm.
This thesis examines the contemporary teacher certification process and its impact on African Americans. In addition, this thesis is concerned with the controversial issue of competency testing and its effects on teachers of color. The theoretical formulations on African American education were guided by the pioneering efforts of Dr. Janice E. Hale-Benson in her book Black children: Their Roots, Culture, and Learning Styles, and Dr. Mary E. Dilworth in her book Teachers' Totter: A Report on Teacher Certification Issues.
This study begins with a discussion on the critical need for African American representation in the teaching profession given that large numbers of African American children are forced to depend on the public school system for an education because of historical poverty conditions. In addition, competency testing as an educational barrier is examined.
Following an analysis of the problem, the study presents an overview of the evolution of African American education during select periods in history in order to show the tradition of struggle that has been waged by African Americans teachers and students.
Next, the work moves toward an investigation of the strengths and weaknesses of the historical and contemporary teacher certification process, and how this process may be a contributing factor in the failure rate of prospective Black teachers, particularly those candidates at historically Black institutions.
The thesis will then focus on the National Teachers Examination as a means of examining testing validity and reliability. In addition, the study will profile the Educational Testing Service, the producer of most college and graduate standardized examinations. Moreover, responses to teachers certification practices and policies will be presented from individuals and groups.
Lastly, the study will present a modest survey of eight African American teachers from a northern and southern community, in order to assess whether the issues which have been discussed in this thesis are relevant to the contemporary realities of the public school system. The final chapter also contains a brief synopsis of some of the major findings of this investigation, as well as suggestions and recommendations for future research.