Critical Inquiry and Collaborative Action: Transforming a College of Education to Recruit and Retain Underrepresented Populations to Teacher Education

Latinos in Action: Cultivating Academics, Access, Equity, and Future Bilingual Educators

“…These potential barriers are more than the financial, informational, and emotional issues identified by the students. The LIA students have yet to discover if the colleges of education they will enter will have the institutional capacity to move beyond the rhetoric of embracing social justice to accepting these often marginalized students and offering them an intellectual home that views their culture and language as assets in teacher candidates (Chu, Timmons Flores, Carroll, French, 2011). The LIA student experiences have the potential to become the fertile ground upon which to build the next steps of the college pathway to culturally and linguistically relevant teacher education.…”

Considering New Paths for Success

“…There was very little empirical research on urban school-university partnership effectiveness. Much of the existing literature offers documentary accounts of program models (Walker & Downey, 2012), the development of the partnerships (Borrero, 2010), or "lessons learned" regarding the implementation of partnerships (Chu, Carroll, Flores, & French, 2011;Ledoux & McHenry, 2008;Leslie, 2011). Although implementation descriptions, personal narratives, and lessons learned are helpful to others, the lack of empirical data-qualitative and quantitative-in this area presents challenges for scholars and practitioners to develop, replicate, or strengthen partnerships.…”