Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson, Jennifer M.; Paris, Joseph H.; Curci, Juliet D. |
|---|---|
| Titel | Structured Pathways, Reinforced Plans: Exploring the Impact of a Dual Enrollment Program on the College Choice and Career Interests of Future Teachers of Color |
| Quelle | In: Journal of College Access, 7 (2022) 1, S.55-71, Artikel 6 (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Dual Enrollment; College Choice; Vocational Interests; Occupational Aspiration; Career Readiness; Social Cognition; Learning Theories; High School Seniors; Minority Group Students; Teacher Education; Pennsylvania (Philadelphia) |
| Abstract | In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a "Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we illustrate how three participants with interests in teaching described what attracted them to the program, how the program supported their college and career aspirations, and their visions for careers in education. (As Provided). |
| Anmerkungen | Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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