“Are we there yet?” An Examination of Teacher Diversity Within Canada’s Physical and Health Education Community
AbstractThe purpose of this research was to examine teacher diversity within Canada’s Physical and Health Education (PHE) community. In particular, we gathered information on gender identity, sexual orientation, disability and racial identity of teachers within the PHE community and compared this information to the Canadian population and the Canadian teacher population. Overall, the proportion of teachers within the PHE community from historically underrepresented groups were disproportionately low in comparison to the Canadian population and the Canadian teacher population on most diversity features. Our results showed similarity between PHE teacher’s sexual orientation and the Canadian population. Further, results showed similarity between PHE teachers who identified as Metis and visible minority to that of the Canadian teacher population. The paper concludes with a discussion on ‘calls to action’ to achieve a fuller match between Canada’s dis/ability, racially and culturally diverse populations and Physical and Health Educators.
Keywords: racial identity; gender identity; equity; teacher education
Feature Articles / Articles de fond
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).