This article presents results of a multiple case study involving four firstgeneration, working-class, white male college freshmen who discuss their perceptions of faculty support. These perceptions are analyzed using Tinto's theories of student retention, specifically as they relate to faculty-student interaction. The study found that first-generation, working-class students are intimidated by the idea of seeking out faculty for support, resulting in a lack of support from their faculty. Since Tinto's theories find a strong link between faculty support and student retention, this study suggests that colleges need to be more strategic and systematic in finding ways to develop faculty-student interactions for first-generation, working-class college students.First-generation college students undergo enormous transformations as they negotiate the difficult transition into the culture of academia. First-generation college students confront all the anxieties, dislocations, and difficulties of any other college students, and their experiences often involve cultural as well as social and academic transitions (Pascarella, Wolniak, Pierson, & Terenzini, 2003; Rendon, 1992). Compared with their peers, first-generation college students receive less assistance in preparing for college; feel less supported for attending college; and lack a sense of belonging to the college they attend (Choy

Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often the most in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract and retain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little is known about how effective financial incentives are to recruit new teachers to high-need urban schools. This research explores factors that are important to the job choices of teachers in training. Focus groups were held with students at three universities, and a policy-capturing study was done using 64 job scenarios representing various levels of pay and working conditions. Focus group results suggested that: a) many pre-service teachers, even relatively late in their preparation, are not committed to a particular district and are willing to consider many possibilities, including high need schools; b) although pay and benefits were attractive to the students, loan forgiveness and subsidies for further education were also attractive; and c) small increments of additional salary did not appear as important or attractive as other job characteristics. The policy-capturing study showed that working conditions factors, especially principal support, had more influence on simulated job choice than pay level, implying that money might be better spent to attract, retain, or train better principals than to provide higher beginning salaries to teachers in schools with high-poverty or a high proportion of students of color.

Many teacher education programs have adopted a cohort structure which offers attractive administrative and organizational benefits while promoting classroom community. This study examines one urban teacher preparation program that employed a cohort model. Using focus groups and survey data, this mixed methods study compared results on the basis of race and gender. Findings suggest that while the cohort structure created a strong classroom community among the majority of students, specific minority populations in the program (men and students of color) were excluded from the social benefits associated with the cohort model. This study identified active social systems of silencing and exclusion and outlines implications for hiring practices, curriculum, and faculty development.

Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al., 2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are unfamiliar with their students' backgrounds and communities. The purpose of this paper is to describe the development of notions about ''good urban teaching'' for three women in a preservice teacher preparation program. Reporting on two years of data, we show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The lack of synchronicity within the women's experiences highlights that the traditional (white, female, middle class) students in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice teachers developing professional identities.

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