Increasing Diversity in Teacher Candidates: An Oregon Model Using a Community College Pathway into Teacher Education

Monto, Cecelia

doi:10.1080/10668926.2019.1640144

Cited by 5 publications

(6 citation statements)

References 25 publications

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“…The model presented in this article targeted participation specifically from students in the field of Teacher Education, with intent to increase the number of bilingual/bicultural teachers in the region. The need to diversify the teaching workforce is well documented (Monto, 2021). Therefore, this model provides an opportunity to recruit students of color into the teaching field.…”

Section: Discussionmentioning

confidence: 99%

Bringing the state seal of biliteracy to higher education: A case for expansion

Monto

2021

Foreign Language Annals

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The Challenge State Seals of Biliteracy (SoBL) are relatively new across the United States, and there is considerable variation in access, policy, and implementation strategies.1.How could colleges and universities expand the option for students to study and receive the SoBL if they missed the opportunity in high school? 2.How could more heritage language students participate in academic programs that award the State SoBL?

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Section: Discussionmentioning

confidence: 99%

Bringing the state seal of biliteracy to higher education: A case for expansion

Monto

2021

Foreign Language Annals

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“…For over two decades, researchers and policymakers have recognized the role "grow your own" (GYO) programs might play in addressing teacher shortages (e.g., Bragg, 2007;Forseille & Raptis, 2016;Monto, 2019;United States Department of Education, 2022;Ward et al, 2001). Valenzuela (2017) defined GYO programs as academic and social pathways to teaching that are aimed at addressing teacher shortages, especially in hard-to-staff assignments, and that often aim to diversify the teacher-talent pool for a state, region, or community.…”

Section: Finding Tomorrow's Teachers: Examining School District Plans...mentioning

confidence: 99%

“…Monto (2019) described work-based learning opportunities such as tutoring or small group instruction. Finally, other researchers described program structures that combined both role-model influences, enactive experiences, and feedback within the context of internship (Monto, 2019;Ward et al, 2001).…”

Section: Activities Of Gyo Programsmentioning

confidence: 99%

“…Finally, there were those who described supports in the form of resources intended to increase retention of high school graduates on the pathway to teaching by supporting transition to post-secondary education. These supports included dual-credit offerings (Monto, 2019), coordination between school district and colleges (Perkins, 2016), tuition support (Vitrella et al, 2015), and support for language development needed for post-secondary success (Adams & Manuel, 2016).…”

Section: School Supportsmentioning

confidence: 99%

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Finding tomorrow’ teachers: Investigating school district plans for pre-collegiate GYO programs

Hamman¹,

Matteson²,

Nguyen³

2023

EPAA

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Teacher shortages increase yearly while interest in the teaching profession seems to be at an all-time low. Policymakers are again seeing value in high school “grow your own” (GYO) teacher programs as a source of future teacher talent. Against the backdrop of career development models for teaching, we developed an instrument based on specific practices in the GYO literature and applied the instrument to review school district applications selected for statewide grant funding to evaluate the extent which proposed programs intended to enact such strategies. Applications reflected many of the recruitment, preparation and retention strategies found in the literature, but we also found three trends across the pool of applications that suggested GYO programs may miss their intended mark of increasing the number and diversity of teachers. First, application plans made limited use of current career models to guide recruiting efforts. Second, the application plans seemed unlikely to create diversity in the teacher talent pool. Third, plans for offering dual credit courses in high school gave little attention to aligning post-secondary academic pathways to undergraduate teacher certification. These results suggest that traditionally conceived pre-collegiate GYO programs need to be reimagined if they are going to be successful at mitigating teacher shortages.

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“…In comparison to four-year institutions, community colleges exhibit greater demographic diversity across various factors (Hubbard-Jackson, 2021; Malcom, 2012). This diversity has made community colleges a focal point for educational interventions aimed at increasing diverse participation in career fields, such as teaching (Monto, 2021), nursing (Colville et al , 2015) and science, technology, engineering and math (STEM) disciplines (Ashcroft et al , 2021; Bahr et al , 2017; Hanauer et al , 2022). Despite their importance, the views and experiences of community college students have received relatively less research attention compared to university students.…”

Section: Introductionmentioning

confidence: 99%

Community college students’ self-assessment of data literacy: exploring differences amongst demographic, academic, and career characteristics

Evans,

Hong,

Kim

et al. 2023

ILS

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Purpose Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels. Design/methodology/approach An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables. Findings Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students. Originality/value Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.

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Increasing Diversity in Teacher Candidates: An Oregon Model Using a Community College Pathway into Teacher Education

Cited by 5 publications

References 25 publications

Bringing the state seal of biliteracy to higher education: A case for expansion

Bringing the state seal of biliteracy to higher education: A case for expansion

Finding tomorrow’ teachers: Investigating school district plans for pre-collegiate GYO programs

Community college students’ self-assessment of data literacy: exploring differences amongst demographic, academic, and career characteristics

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