Demographic Profile Of Students Research Articles

Knowledge, Attitude, and Practices (KAPs) on COVID-19 of junior and senior high school students

During the COVID-19 pandemic, students faced increased risk of contracting the virus due to the relaxation of health protocols by the Philippine government and the authorization of face-to-face instruction in schools by the Department of Education. There is little data on basic education school students' awareness of COVID-19 in the Philippines, particularly in Cebu City. A cross-sectional descriptive-correlational research design was utilized to determine junior and senior high school students' knowledge, attitudes, and practices regarding COVID-19. In this study, a survey questionnaire was used to compare and attempt to identify relationships between the demographic profile of students and their KAPs regarding COVID-19. This study also investigated the relationships between students' KAPs. JHS and SHS students exhibited outstanding KAPs for COVID-19. Students' demographic characteristics, including grade level and family income, were significantly associated with their KAPs toward the disease. However, their gender was not significantly associated with their KAPs. There was a significant relationship between students' COVID-19 KAPs. It is imperative that the DepEd develop strategies and programs to combat the situation due to pandemic and prepare for similar situations in future. With the aid of curriculum designers, science educators must adapt the science education curriculum to address current and future health concerns.

Perception of the utilization of teaching methods by student nurses in South-east Nigeria: A Cross-sectional study

Aim: The study aims to ascertain the student’s perception of the utilization of teaching methods by nurse educators in nursing education institutions in southeast Nigeria. Design: A cross-sectional study design was used. Method: Multistage sampling was employed to randomly select 11 nursing education institutions in south east Nigeria. Data was collected from 328 students using a self-administered questionnaire and analyzed using SPSS version 21. Hypotheses were tested using the Mann-Whitney and Kruskal-Wallis test at the 0.05 significance level. Result: All 328 student nurses completely filled out and returned the distributed questionnaire. Of the respondents, 83.2% were female, and 16.8% were male. Most nurse educators were perceived to use all the enumerated teaching methods optimally, except for the introduction of games during teaching. However, 97.2% of the students preferred all the identified teaching methods for various reasons. The demographic profile of students (gender, year of study, except age) significantly influenced their perception of the teaching methods utilized by the educators. Conclusion: Students acquire nursing skills through formal instruction and practical experiences, as seen in the Dreyfus model of skill acquisition (2004) and student preferred teaching methods that enhance exchange of ideas and interactive Ness. Hence, nurse educators should consider student nurses age and preferred teaching styles to ensure well imparted knowledge.

Self-Efficacy Of Pre-Service Teachers In Remote Learning: Its Relation To Their Online Learning Performance

The Philippine higher education has been driven by the urgency of alternative learning modalities from traditional to flexible teaching and learning due to COVID-19. With the challenge that the pandemic has brought to higher education, students’ online learning performance becomes the primary concern of all institutions. There is a serious need for an assurance that students are able to sustain self-efficacy in an online learning environment considering the demands and pressures for them to succeed in their academic performance. This constancy ushered the researchers to prove whether the 4th year Pre- service Teachers of Bachelor of Elementary Education and Bachelor of Secondary Education Major in English, Science and Math of the College of Teacher Education at Cagayan State University-Aparri Campus have positive self-efficacy and readiness level in the remote learning and to know its relationship to the success of their academic performance. The research utilized the quantitative method, specifically using a descriptive- correlational research design. Data were gathered with the three part questionnaire instruments: the demographic profile of students; the Online Learning Self-efficacy Scale (OLSES); and the Online Learning Readiness Scale (OLRS) with the main authors consent. Findings revealed that motivation to learn directly and significantly influences pre-service teachers’ online learning performance.

Readiness for Interprofessional Education Among Health Profession Students in a University in the United Arab Emirates.

Inter-Professional Education (IPE) is an educational engagement between students from two or more professions possibly leading to better collaboration among them in the future workplace. Several organizations have advocated, developed, and updated guidelines for IPE. This study was aimed at assessing the medical, dental, and pharmacy students' readiness toward interprofessional education (IPE), and to identify the association between readiness and the demographic profile of students in a university in the United Arab Emirates (UAE). A cross-sectional questionnaire-based exploratory study involving 215 medical, dental, and pharmacy students at Ajman University, UAE, using convenience sampling. The survey questionnaire (Readiness for Interprofessional Learning Scale, RIPLS) had a total of 19 statements. The first 9 items were related to "teamwork and collaboration", items 10-16 were related to "professional identity", and the remaining three (items 17-19) were related to "roles and responsibilities". The individual statements' median (IQR) scores were calculated and the total scores were compared with the demographic characteristics of the respondents with suitable non-parametric tests at alpha=0.05. Altogether, 215 undergraduate students (medical (n= 35)), pharmacy (n=105), and dental (n=75) responded to the survey. The median (IQR) score for the 19 individual statements was '5 (4-5)' for 12 of the statements. The total scores and domain-specific scores (teamworkand collaboration, professional identity, and roles and responsibilities) according to respondents' demography showed significant differences only in the case of the educational stream with professionalidentity score (p=<0.001), and the total RIPLS score (p=0.024). Further, post hoc pairwise comparison showed a significant difference between medicine-pharmacy (p<0.001), and dentistry-medicine (p=0.009), for professional identity, and medicine-pharmacy (p=0.020) for the total RIPLS score. A high readiness score among students offers the possibility of conducting IPE modules. A favorable attitude can be considered by curriculum planners while initiating IPE sessions.

EFFECTIVENESS OF INTERNATIONAL GRADUATE PROGRAM OF BULACAN STATE UNIVERSITY: BASIS FOR PROGRAM ENHANCEMENT

The study dealt with the Effectiveness of International Graduate Programs at BSU as a Basis for Program Enhancement. The research aims to evaluate its purpose, and its standard as indicated by academic standards, such as standards of competence, service standards, and organizational standards. One of the primordial considerations of the Graduate School is its goal to produce balanced, competent, research-oriented, and globally competitive graduates. Thus, the researcher conceptualized the study; to accomplish the needed interactions with the officials and students of BSU – Hong Kong Lifelong Education Organization Limited; to unearth issues and modern trends, policies, and programs for BSU adoption to benefit the local students and; to initiate or trail- blazed foreign researches for the upliftment the Research and Extension Services of Department, where B.S.U. had fallen short during previous evaluation. The study used the descriptive, quantitative design using survey-questionnaire and interviews as the primary data-gathering instruments. Documented data on the demographic profile of students, number of graduates, and ranking of BSU Hong Kong were also utilized. The enrolled graduate students of BSU Hong Kong, faculty, and administrators of BSU Hong Kong were the respondents of the study.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0028/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Significant Experiences of Grade 7 STE Students in Utilizing DOST Science Courseware

To determine the significant experiences of Grade 7-Science Technology and Engineering (STE) class in science learning regardless of profile in times of the COVID-19 pandemic, Department of Science and Technology (DOST) Science courseware was utilized in this study. Specifically, this study aimed to: (1) know the demographic profile of the students (2) identify the most essential learning competencies to be supplemented by the DOST Science courseware; and (3) document the significant experiences of Grade 7 STE students in utilizing DOST Courseware. This utilizes the descriptive research method and the purposive sampling method was also employed. In terms of statistical treatment, the researcher used qualitative analyses to gather insights from the data collected from the respondents. Content analysis was used to analyze the learning competencies suited for each of the mobile apps of the DOST Grade 7 Courseware. The researcher also used thematic analysis to determine the significant experiences of Grade 7-STE students after using the courseware materials. During this difficult time, it is vital to consider the demographic profile of students in selecting effective and efficient supplementary materials. The DOST Courseware selected is based on the Most Essential Learning Competencies and from that only three courseware were utilized. To gather data for the significant experiences digital technologies were used such as web surveys through Facebook messenger. The findings of the study suggest that most of the significant experiences of the students were found on the “visual-aided discussions” theme along with motivation; the “Presence of inquiry-based teaching features” theme along with interest; and the “Completing game-based tasks” theme along with satisfaction. Based on the results and conclusions posted in the study, the same evaluation may be conducted in all the remaining DOST Courseware and can be conducted in regular classes where technology is scarce and development is low. Keywords: Education and Teaching, Significant Experiences, Thematic Analysis, Philippines-Asia

Social Accountability in Medical Education: Students’ Perspective

BackgroundGlobally, there is a rising interest in the concept of social accountability (SA). The literature evaluating SA of medical schools is limited; however, some international studies have revealed a lack of understanding of SA by medical students. This study evaluated the perception of SA among medical students at a governmental university in Saudi Arabia.MethodA cross-sectional study with 336 currently enrolled medical students was conducted from September 2020 to May 2021. The data were collected using an electronic survey comprised of the THEnet questionnaire that included 12 items to assess the perception of SA and some demographic variables. The total score was categorized into four groups and compared with the demographic profile of students.ResultsOut of the 336 participants, the mean age was 21.26 ± 0.5 years, with most students in the 19–21 age group (n= 154, 46%), and 189 (56.3%) were males. In addition, preclinical and clinical students had similar representation: 170 (51%) and 166 (49%), respectively. Most participants (173, 52%) scored in the 18–36 range, reflecting good perceived SA. The demographic profile of students (i.e., age, GPA, and year of study) was significantly associated with perceived SA (p= 0.003, 0.002, and &amp;lt; 0.001, respectively).ConclusionThe study concludes that most medical students had a good level of perceived SA about their institution. The preclinical year students exhibited a better perception of SA. The final-year students were more critical about the SA of the institution compared to other students.

MOTIVATION OF ENGLISH-SPEAKING STUDENTS TO STUDY VETERINARY MEDICINE AT TRAKIA UNIVERSITY

International migration of tertiary students is a global trend which gives higher education institutions a strong incentive for quality development, service improvement and competitiveness. Research has shown that the attractiveness of educational services is dependent on factors with national-international characteristics and factors based on the demographic profile of students. PURPOSE: The aim of this study was to investigate the motivators which influence students` personal attitudes towards studying veterinary medicine in English at Trakia University, Bulgaria. METHODS: A five-year survey among 93 first-year English speaking students in veterinary medicine at Trakia university was conducted through anonymous written questionnaire between 2015 and 2019. Data obtained were statistically processed. RESULTS: Significant differences were found for several factors which drove respondents` motivation in choosing their master’s degree. Among these factors were gender, parents` occupational profile, country of origin, tuition fees, as well as existing experience in breeding, interaction with animals and volunteering in the veterinary field. The most preferred source of information for veterinary medicine programmes and universities appeared to be recommendations from respondents` relatives, friends and mentors. CONCLUSION: Understanding the motivation drivers of English-speaking veterinary students will help the improvement of the educational service offered and the competitiveness of the institution internationally.

Factors Influencing the Improvement of Students’ Critical Thinking and Problem-Solving Skill: An Industrial Training Intervention

Critical thinking and problem solving skill is important for university students to increase their chances of securing a work placement. One way to improve this skill is believed through experiences gained from an industrial training. This study aims to investigate the impact of industrial training on the improvement of students’ critical thinking and problem solving skill. Further, it aims to explore the influence of selected factors on this skill improvement. These selected factors are demographic profiles of students, supervisors and organization, students’ motivation, job scope, supervisor leadership styles and organizational culture. The study adapted Belbin Team Role Self-Perception Inventory as the research instrument of the re-search. A total of 1,227 students and 485 students from six public universities in Malaysia, have completed the pre survey and post survey respectively. Using paired t-test analysis, result exhibited that students’ shown improvement in their critical thinking and problem solving upon completion of their industrial training. The results also exhibited that this skill improvement is best predicted when students performed independence job scope, being supervised by male supervisor and the supervisor and when the supervisors exercise transformational leadership styles. Some practical and empirical implications were drawn from the findings of this study.

MOOCs Readiness

This study seeks to investigate the readiness levels of adult students studying in Malaysian higher education institutions. The online questionnaire used in this study consists of 18 demographic variables and 43 items based on six constructs: technical competencies, communication competencies, social competencies, self-efficacy, self-directedness, and readiness. With a sample of 413 respondents, the constructs were evaluated using measures based on students’ self-identification with each item. Descriptive statistics depict competency, demographic profile of students, and level of readiness. The statistical analyses used for this study were Pearson correlation, multivariate analysis of variance, and structural equation modelling. All six constructs were reliable with Cronbach’s alpha (α) above 0.7. Findings indicate that self-efficacy was significant for massive open online course readiness, and additional factors that could influence this readiness are explored. The findings from this study provide important input towards designing effective massive open online courses.

The Effects of Diversity in Demographic Profile of Students in the Institution on Higher-order Learning and Reflective Learning of University Students

미래 사회에서 필요한 핵심 역량 차원에서 고차원 학습과 반성적 학습에 대한 관심이 증가하고 있다. 본 연구는 대학에서 학생 구성의 다양성이 재학생의 고차원 학습 및 반성적 학습에 미치는 영향을 살펴보았다. 학생 구성의 다양성은 국적 다양성, 경제적 다양성, 지역적 다양성으로 나누어 살펴보았다. 2016년 학부교육 실태조사(K-NSSE)로 수집된 106개...

A Descriptive Study to assess Knowledge of Teenagers Regarding Drug abuse at Sri Guru Harkrishan Sen. Sec. School, Majitha Road, Amritsar

The present study was undertaken to assess knowledge of teenagers regarding drug abuse at Sri Guru Harkrishan Sen. Sec. School, Majitha Road, Amritsar. In order to achieve the objectives of the study a descriptive research design was used. Fifty students who were studying in class 11th and 12th were selected by simple random sampling technique. Their knowledge regarding drug abuse was assessed by self structured knowledge questionnaire which comprised of two parts. Part I-socio demographic profile of students and Part-II structured knowledge questionnaire on drug abuse. Findings revealed that more than half (72%) students had below average knowledge followed by 20% had average knowledge and only 8% had good knowledge regarding drug abuse. Chi square test showed that there was no significant association between level of knowledge with socio demographic variables. These findings revealed that majority of students had below average knowledge; hence it is recommended that education should be given on harmful effects drug abuse by teachers and health professionals.

The relevance of the psychometrist category as a professional resource: Training-related issues

Orientation: The professional status of psychometrists places them in a position where they can provide a specialist function independently and their services should therefore be relevant to a variety of settings.Research purpose: The aim was to explore if the training of student psychometrists contributes to the relevance of this category in terms of the demographic profile of student psychometrists, the scope of services potentially provided by them and the content of training programmes.Motivation for the study: There is a paucity of research on training in the psychometrist category.Research design, approach and method: Data were obtained from the files of a cohort of student psychometrists who were registered in the Department of Psychology at the University of South Africa (UNISA). Follow-up surveys on training and work contexts were conducted amongst these students and their in-practice supervisors to confirm and supplement the data. In addition, a survey on the national availability of training programmes for psychometrists was conducted at South African universities.Main findings: Gender and racial skewness in terms of the demographic profile of the UNISA students seemed to reflect a national trend. In terms of the scope of services, training opportunities and perceived job opportunities for psychometrists seemed limited and despite the utilisation of the skills area in all the applied contexts, concerns related to the sectors being served were identified. With regard to the content of the training programmes, students and in-practice supervisors expressed a need for greater preparation in test use before related practical experience takes place. The importance of the university’s involvement during the practicum was also emphasised.Practical/managerial implications: Recommendations are made regarding the structure and content of training programmes. This information could be applied in adapting existing programmes and in developing new programmes.Contribution/value-add: Ultimately, these recommendations could contribute to the value of the psychometrist category as a professional resource relevant to a variety of settings.

THE IMPORTANCE OF THE CHANGING DEMOGRAPHIC PROFILE ON THE SUCCESS OF POST GRADUATE ACCOUNTING STUDENTS

This article reports on a study that was undertaken to determine which variables in the demographic profile of students at the University of South Africa (Unisa), influence these student's academic performance in their first attempt at obtaining the Certificate in the Theory of Accountancy. An inferential research study was performed on secondary data to determine which of certain predictor variables of the demographic profile, namely 'age group', 'assessment language', 'previous institution', 'race', 'gender' and 'occupation', can influence academic performance. 'Gender' and 'occupation', which did not have a statistically significant relationship with the outcome variable, were excluded from the multivariable analysis performed. The findings revealed that students younger than 25 years of age, who are assessed in their home language and complete their undergraduate studies at an institution other than Unisa, have a greater chance of success. The odds of African, coloured and Indian students being successful, however, were lower than those of white students. The research indicated a decline of 8 per cent in the number of successful students from 2007 to 2009, which poses a tough challenge for the institution. This decline could possibly be addressed by offering support programmes and providing financial support for students who are not at risk as indicated in the study.

User Survey of 24-Hour Library Service During Examination Periods at Federal University of Agriculture, Abeokuta, Nigeria

The study assessed the use of the ‘Nimbe Adedipe Library 24-hr (8 a.m.–7 a.m.) Examination Period (NALEP) service. The study employed a descriptive survey research design, using a questionnaire, interviews, and observation as the research instruments. The questionnaire elicited data on the demographic profiles of students, awareness, use, role played by the 24-hr service in their preparation for examinations, the challenges faced, and suggestions on how the services could be improved. A total of 235 copies of the questionnaire were gathered, analyzed, and presented using descriptive statistics, which include frequency counts and percentages, as well as bar and pie charts. The findings revealed that the service culminated in a successful exercise that was applauded by the students, staff, and the University management. The students benefitted immensely from the service, as it assisted them to avoid distractions commonly experienced in classrooms and hostels by helping them to prepare better and study for their examinations. Other findings also revealed the challenges encountered in providing the service. Solutions to these challenges were proffered, and recommendations on the need for more support from the University authority were presented. The article can also serve as an eye-opener to other university libraries in the country that may wish to adopt the 24-hr examination library service.

26. Digital Storytelling and Diasporic Identities in Higher Education

The increase in global migration to Canada has changed the demographic profile of students in Canadian higher education. Colleges and universities are becoming increasingly diverse by race, ethnicity, and culture. At the same time, the process of teaching and learning is on the cusp of transformation with technology providing the tools to alter the way post-secondary educators teach and how students learn. What pedagogical approaches have emerged to maximize educational benefit from these twin forces of migration and technology? This paper explores the use of one method that has attracted global interest: digital storytelling. Specifically, the article considers student-generated digital stories as a means to authenticate the multiple perspectives of learners and create space for their diverse voices in post-secondary education.

Street Ball, Swim Team and the Sour Cream Machine: A Cluster Analysis of Out of School Time Participation Portfolios

Adolescents spend only a fraction of their waking hours in school and what they do with the rest of their time varies dramatically. Despite this, research on out-of-school time has largely focused on structured programming. The authors analyzed data from the Educational Longitudinal Study of 2002 (ELS:2002) to examine the out-of-school time activity portfolios of 6,338 high school sophomores, accounting for time spent in school clubs and sports as well as 17 other activities. The analytical sample was balanced with respect to sex and racially and ethnically diverse: 49% female, 67% White, 10% Latino, 10% African American, and 6% Asian and Pacific Islander. Approximately 76% of the sample attended public schools, 30% were in the highest socioeconomic quartile, and 20% were in the lowest socioeconomic quartile. The authors identified five distinct out-of-school time activity portfolios based on a cluster analysis. The demographic profiles of students by portfolio type differed significantly with respect to sex, race/ethnicity, socioeconomic status, school type and location. Students by portfolio type also differed significantly in terms of measures of academic success, school behavior, victimization and perceptions of school climate, controlling for covariates. These findings underscore the importance of more complex considerations of adolescents' out-of-school time.

Cultural Competence Revisited: Nursing Students with Disabilities

The demographic profile of students in nursing schools is changing in relation to many different cultural backgrounds. Despite the potential for students with disabilities to enrich the nursing profession, nurse educators may be perpetuating historical attitudes, values, and practices that exclude students with disabilities from gaining admission or identifying themselves as people with disabilities. Educators in nursing schools continue to ask whether people with disabilities have a place in the nursing profession, while the more salient question is, "When will people with disabilities have a place in the nursing profession?" More important, as we create environments that welcome students with disabilities into the nursing profession, how does the quality of nursing care improve and become more appropriate for people with different cultural experiences? The purpose of this article is to present the value of recruiting students with disabilities into nursing schools in, order to enhance culturally competent nursing care.

Student Performance Shows Slight Improvement When Open Notes are used during Information Systems Exams

Introduction Students often ask about the use of reference aids during exams in most disciplines. These aids are most commonly notes they have taken, textbooks, handouts, or perhaps access to information stored on computers and/or the Internet. Although the practice of using reference aids may be common, the only relevant research the author was able to locate was that of Wachsman. In the article, Should Cheat Sheets be Used as Study Aids in Economics Tests? Wachsman found that preparing and using a cheat sheet for Economics exams helped students improve test performance, but not enough to be statistically significant at the 5% level (Wachsman, 2002). Other research of interest but not sufficiently related to this study to discuss are works by Barrier and Margavio in 1993, Campbell and Smith in 1997, and Whinston in 1994. Methodology After observing many course sections and students and after discussing the advantages and disadvantages of allowing use of reference notes, the author/professor formulated four hypotheses: H0: Use of reference notes will significantly improve performance of a course section of students on an exam. H1: Use of reference notes will not significantly improve performance of a course section of students on an exam. H2: The choice to use reference notes will significantly improve performance of individual students on an exam. H3: The choice to use reference notes not will significantly improve performance of individual students on an exam. To test these hypotheses the professor proceeded to teach eight sections of the same course at the same university in the same way over a two-year period with the exception that Sections 1, 3, 4, 5 and 8 were allowed to use reference notes during the final exam whereas Sections 2, 6 and 7 were not. The Students Students were enrolled in eight sections of a junior level computer information systems (CIS) course within the business school at a mid-sized state university in the USA. The full professor who taught all sections holds a Ph.D. in business with an emphasis in information systems and also holds professional computer certifications. The university has a policy of offering classes during the day and evening to accommodate students who work and have families. Sections 1, 5 and 6 met three times a week for 70 minutes per session during the day. Section 3, 7, and 8 met two times per week for 110 minutes per session in the afternoon. Sections 2 and 4 both met two times per week for 110 minutes in the evening. All students in the eight sections had the same reading assignments, the same two exams and the same five sets of homework, comprised of using spreadsheet, database, internet, PowerPoint and diagramming software. Students were expected to participate in class and the majority did so by answering discussion questions at the back of chapters assigned in Introduction to Information Systems, 10th edition by James O'Brien (2001). Students enrolled in the day sections (1, 3, 5, 6, 7, and 8) were slightly younger than those in Sections 2 and 4 and tended to be full time students. Section 2 and 4 students mostly worked full time during the day and were enrolled in one or two evening classes. More females than males were enrolled in all eight sections with the highest percentage of females being enrolled in the Section 8, an afternoon class. Section 5 students attended class most regularly (83%) and Section 2 students attended class least often (69%). Accurate roll records were not maintained for sections 7 and 8, but the instructor believes the percentage of students attending was somewhere between sections 2 and 5. The demographic profile of students is summarized in Table 1. The Exams All students took the same midterm and final exam. Both exams comprised 80 questions. All questions were multiple choice and had four items to choose from. …

The Quest for Equity: Maintaining African American Teachers in Special Education

The diminishing number of African American teachers in the field of special education continues to be a pervasive problem in education. Minority children, especially African American children, are subject to the pernicious effects (e.g., inappropriate identification, assessment, and placement) of the misperceptions and attitudes of European American teachers who tend to be discordant with these youth. A review of the existing literature relevant to the disparity between the cultures of educators and students, the subjugation of minority students into inequitable learning environments, ineffective recruiting practices, and the inability to provide pedagogically sound practices are presented. The author proposes recommendations for overcoming obstacles mitigating the potential for African American teachers to influence special education classrooms and practices. Maintaining an adequate supply of African American teachers in special and gifted education continues to be a daunting task for the field of education. The reality is that while the ethnic diversity of the school-aged population is increasing, the P-12 teaching population is becoming more homogeneous in terms of ethnicity. Nettles and Perna (1997) report that African Americans comprise 6.8% and 9.6% of elementary and secondary special education teachers, respectively. By contrast, approximately 18.4% of special education students are African American (U.S. Department of Education, 1995). This is a problem of critical magnitude. The increasing numbers of culturally diverse students in the public schools create a corresponding need for well-prepared teachers who can communicate with students within the context of their cultures and/or native languages. The literature supports that the scarcity of African American teachers in special education limits opportunities for these individuals to know and communicate in more than one culture (Dilworth, 1990). In addition, Irvine (1989) suggests African American teachers are able to serve as cultural translators, as conduits through which culturally encapsulated monocultural minority children become multicultural. African American teachers are catalysts in the academic process for bridging the gap between home and school and for providing crosscultural exposure to all students. There are approximately 52 million school-aged students in the United States; by 2008, enrollments are predicted to reach 55 million (National Commission on Teaching & America's Future [NCTAF], 1996). Approximately 35% of our school children are from linguistic or racial minority families, and that figure is expected to increase 40% in less than a decade. At the same time, demographics within the teaching profession are moving in the opposite direction. Nearly 3 million teachers work in our P-12 schools (National Center for Education Statistics, 1998). Of that number, only about 5% are from racially diverse groups (American Association of Colleges for Teacher Education, 1990). African American teachers can be instrumental in the education of African American students as they act as role models for these children. The reality is that all children can benefit from the experience. African American teachers can influence students positively as they provide important contributions to the school, enriching both the environment and the curriculum with their diversity. In this article, the author explores the prominent issues regarding the diminishing number of African American teachers in special education. The author proposes recommendations for overcoming obstacles mitigating the potential for African American teachers to influence special education classrooms and practices. Cultural Concerns The population of educators in the United States remains primarily European American, monolingual, and female (Talbert-Johnson & Tillman, 1999), whereas the demographic profiles of students indicate they are and increasingly will be children of color and secondlanguage learners (Hodgkinson, 1985). …