Guest Editors’ Introduction: The State of Teachers of Color

Jackson, Tambra O.; Kohli, Rita

doi:10.1080/10665684.2015.1130477

Cited by 46 publications

(20 citation statements)

References 5 publications

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“…The scope of the literature review is to understand the design and structures that anchor GYO programs, and the experiences of TOC in them. Although there is scholarship investigating particular program efforts related to diversifying the teacher workforce in edited books (Embry-Jenlink, 2012; Sleeter, Neal, & Kumashiro, 2014), research syntheses (Achinstein, Ogawa, Sexton, & Freitas, 2010; Quiocho & Rios, 2000), and special issues (Jackson & Kohli, 2016; Sleeter & Thao, 2007), our literature review specifically examines GYO programs focused on recruiting local TOC through community-focused and precollegiate pipelines. As there are limited research reviews on GYO programs and TOC that explore the variance and commonalities across teacher pools, we examined data sources between 1996 and 2016 to determine what we know about TOC along the teacher development continuum, with a focus on the following questions: (a) What recruitment frames and designs do GYO programs employ?…”

Section: Methodsmentioning

confidence: 99%

Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines

Gist

Bianco

Lynn

2018

Journal of Teacher Education

126

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Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents mentors) and making sense of findings over a continuum of teacher development (e.g., recruitment, preparation, induction, and retention). Based on a research synthesis within and across GYO program teacher pools, we argue implications for policy, practice, and research that should accompany increased recommendations for expanding GYO models for Teachers of Color.

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Section: Methodsmentioning

confidence: 99%

Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines

Gist

Bianco

Lynn

2018

Journal of Teacher Education

126

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“…The initial focus of this study is increasing the research base on the experiences of teacher candidates of color in teacher education, and science teacher education specifically, and contributing to the emergent body of work in these areas (Brown, 2014; Gorski, 2009; Jackson & Kohli, 2016; Mensah & Jackson, 2018; Rivera Maulucci, 2013). In four major ways, we learn of Michele’s experiences in teacher education.…”

Section: Discussionmentioning

confidence: 99%

“…CRT brings to the forefront educational inequity and the experiences of students of color within educational systems. Attention to educational inequity can be revealed and discussed across the education spectrum, including the experiences of teachers of color in teacher education programs (Jackson & Kohli, 2016; Kohli, 2009; Sleeter, 2017).…”

Section: Critical Race Theory As a Theoretical And Methodological Appmentioning

confidence: 99%

“…The research on Black teacher candidates of color is limited (Dilworth, 2012; Jackson & Kohli, 2016), and scholars have described the research base concerning the preparation of teachers of color as “small and not comprehensive in scope” (Torres, Santos, Peck, & Cortes, 2004, p. 83). Though efforts have been made to increase the number of teachers of color (Achinstein, Ogawa, Sexton, & Freitas, 2010; Gist, 2017; Jackson & Kohli, 2016; Sleeter & Thao, 2009; Villagómez, Easton-Brooks, Gomez, Lubbes, & Johnson, 2016), we also have to be concerned with their experiences in teacher education programs. For example, Brown (2014) uses CRT in education to review the extant literature on preservice teachers of color and teacher education programs in the United States.…”

Section: Preservice Teachers Of Colormentioning

confidence: 99%

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Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education

Mensah

2019

American Educational Research Journal

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This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. In addition, intersectionality foregrounds and adds to the complexity of understanding race, racism, and science in teacher education.

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“…From 2011 to 2012, most teachers of other races experienced an increase in hiring, whereas Black public school teachers experienced a decrease as shown in 1990–1991, they comprised 8.3%, while in 2011–2012, they decreased to 6.8% (NCES & U.S. Department of Education, 2013). Consequently, in 2016, arguments to close the racial gap that exists between Black students and the racial makeup of the teacher workforce continue (Achinstein, Ogawa, Sexton, & Freitas, 2010; Jackson & Kohli, 2016; Villegas et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Strategies for Recruiting and Retaining Black Male Special Education Teachers

Scott

Alexander

2018

Remedial and Special Education

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In 2015, the National Goals Conference for and with people with intellectual disability encouraged the field of special education to recruit and retain more Black teachers. In this grounded theory study, 18 Black men were interviewed to learn more about experiences surrounding recruitment and retention in special education teacher-preparation programs (SETPPs) and for teaching careers in special education. Findings led to the development of a theory based on three constructs: (a) motivations for becoming a special education teacher, (b) attractions to SETPPs, and (c) focused strategies for recruitment and retention that indicated several strategies that SETPPs and school divisions should consider (e.g., funding, distance education program, mentorship) when attempting to recruit and retain Black males into training programs and for special education careers. The implication for the special education teacher workforce and potential for future research are discussed.

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Guest Editors’ Introduction: The State of Teachers of Color

Cited by 46 publications

References 5 publications

Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines

Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines

Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education

Strategies for Recruiting and Retaining Black Male Special Education Teachers

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