Strategies Used by Historically Black Colleges and Universities to Recruit Minority Teacher Education Candidates

Autor/inn/en	James, Weade; Scott, LaRon; Temple, Peter
Titel	Strategies Used by Historically Black Colleges and Universities to Recruit Minority Teacher Education Candidates
Quelle	In: Teacher Educators' Journal, 13 (2020), S.76-104 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Black Colleges; Student Recruitment; Preservice Teachers; Enrollment Management; Strategic Planning; Program Effectiveness; Cultural Relevance; Disproportionate Representation; School Holding Power; Alternative Teacher Certification; Student Financial Aid; African American Students; African American Teachers; Job Placement; Social Networks; Achievement Gap; Student Diversity; Minority Group Teachers; Virginia; District of Columbia; North Carolina (Greensboro); Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Strategy; Planning; Strategie; Planung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Employment service; Employment services; Arbeitsvermittlung; Social network; Soziales Netzwerk
Abstract	Despite the growing evidence of the benefits of having a teacher of the same race and ethnicity as the student, the educator workforce remains overwhelmingly White, while the K-12 student population is becoming more diverse (Egalite & Kisada, 2018; Gershenson et al., 2016; National Center on Education Statistics, 2019). Historically Black Colleges and Universities (HBCUs) have demonstrated a successful track record of preparing Black teachers. Using a quantitative research methodology, this investigation sought to identify and evaluate the effectiveness of recruitment practices that HBCUs implement to attract teacher candidates. The analyses revealed that HBCUs implement practices that are culturally relevant and aimed at reducing barriers that many Black and minority teacher candidates face, such as college affordability and flexible options to licensure and program completion. The difference between the means of the practices was small, and the independent samples t-test yielded results that were not statistically significant. Implications for future research, policy and practice to enhance teacher diversity are discussed. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01