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Minority Teacher Career Choice Survey Template

Minority Teacher Career Choice Survey Template consists of questions and examples to collect insights from respondents about their motivation, experiences, objectives, and values of ethnic and cultural minorities for selecting teaching as a career. In this sample survey template, questions are aligned in a manner to collect systematic information from respondents. In this questionnaire, questions are based on community involvement during college education.


Please respond to the following questions based on community involvement during your college education.



Note:-

True - reflective of my experience

False - not reflective of my experience

 
True
False
Not sure
I lived in proximity of my ethnic community
I participated in my ethnic community cultural events
I participated in my ethnic community's social and educational events
I participated in my ethnic community's religious activities
I assisted heritage languages programs in my community
I enrolled in heritage language/cultural classes in my community
I am comfortable communicating with adults and elders in my community in my heritage language
I participated in my ethnic community's political events
I am well aware of my ethnic community's issues and concerns
I participate in activities addressing issues and concerns of my ethnic community
Please respond to these questions based on your past or current experience with the recruitment and admission process.
True
False
Not sure
I was recruited to enter the teaching profession because I am a person of language and cultural minority
I was encouraged to apply into the teaching credential program because of my ethnic and language background
I was informed that my ethnic and language background was of value in the teaching profession
I was told that there was a need for teachers of diverse cultural and language backgrounds
More of my friends would have joined the profession if they were informed of the need for teachers who are bilingual/bicultural
I was assisted adequately through the admission process
I was able to complete all the prerequisites without any problems
Being admitted into the credential program was a not a complicated process
Passing the CBEST was not a problem
Meeting the GPA requirement was not an issue
I think the admission criteria was fair and just
I did not/will not have problems passing other standardized tests
I was offered adequate financial aides to help me complete the program
More minority candidates would have joined the profession if there were more financial aides available.
I am a





True
False
Not sure
I have had professors who shared my cultural/ethnic background
I have had professors who really knew me and accepted me
I identify with other classmates in terms of shared experiences
I have had opportunities to discuss and share our learning (progress and challenges) with other classmates on an on-going basis
I have/had a sense of true friendship and camaraderie with my peers
I have/had opportunities to discuss issues relating to our cultural and ethnic backgrounds and experiences with my peer group
I feel that I have a voice in my classes and that my perspectives and opinions are welcomed
I feel supported in expressing my opinions and perspectives
I was encouraged to share my personal experiences and cultural backgrounds
There are several faculty of color in my credential program
True
False
Not sure
There are some faculty members who share my ethnic background
I have/had opportunities to do fieldwork with students of my cultural and ethnic backgrounds
I have/had opportunities to use my cultural and language background in my coursework
I have/had opportunities to use my cultural and language background in my fieldwork
I rarely felt excluded or isolated from my peers or the program
True
False
Not sure
The content of the coursework was empowering to me
The method courses are/were relevant and prepared me well for the real classrooms
Many of my teacher preparation courses integrated histories, experiences and perspectives of minority students, parents and communities.
Multicultural education in my program goes/went beyond learning about special characteristics of different groups.
Our program's faculty represents racially and culturally diverse voices, experiences and perspectives
Our program's teacher candidates include members with racially and culturally diverse voices, experiences and perspectives
Students from different cultural and language backgrounds were perceived as potential resources
The program provides opportunities for my families to be involved in my teacher education process
The program provides opportunities for me to improve my primary language and knowledge of my heritage culture.
Reflect on your school years. Think of your favorite teacher or class. Which of the following attributes about the teacher/class did you most like:

 
Think of a class (K-12) in which you had negative feelings. Check up to 6 items that contributed to these feelings:


At what age did you first realize that you want to become a teacher?




Who or what do you think were your primary forces of influence on your decision to become a teacher?(Select up to 6 items that apply the most)





Was there someone in your family who is/was a teacher? If applicable, please identify the person's relation to you.
What came to your mind as you thought of becoming a teacher? (choose up to 3 that are most applicable)

 
What was the reaction of people around you when you made your final decision to become a teacher?

In your culture, how is the teacher perceived and defined?



I entered the teaching credential program as a:

While being in the credential program, I was/am:

Of all the teacher education related courses that you have completed, the one that was most memorable to you was(course title/description):
The classes that you personally found most valuable and memorable are the ones in which you:
The most meaningful classes are often offered through the department of:
In general, my experience in the teacher preparation courses are: (choose up to 3 responses that most applicable)


How often have issues of race and culture become central focus in your teacher education courses (reading, discussion, debate, etc.)?

How often have the issues of social and educational equity and justice become the central focus of your teacher education courses?

Whenever issues of race and culture came up, I felt that I:


As a person of ethnic and/or linguistic minority, did you feel your background and experiences were:
As a person of ethnic and/or linguistic minority in the program, did you feel that you:
As a person of ethnic and/or linguistic minority in the program, you:


Throughout the teacher preparation program:

Upon graduating from the teacher education program, I am/was looking forward to having a teaching position in schools with

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