Faculty Perspectives on the Recruitment, Retention, and Preparation of Special Education Doctoral Students of Color

Autor/inn/en	Maggin, Daniel M.; Collins, Tai A.; Foster, Josalyn A.; Scott, Meagan N.; Mossing, Kandace W.; Dorsey, Catrina M.
Titel	Faculty Perspectives on the Recruitment, Retention, and Preparation of Special Education Doctoral Students of Color
Quelle	In: Teacher Education and Special Education, 45 (2022) 3, S.227-245 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maggin, Daniel M.) ORCID (Mossing, Kandace W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211046230
Schlagwörter	Teacher Attitudes; College Faculty; Doctoral Students; Doctoral Programs; Minority Group Students; Disproportionate Representation; Ethnicity; Racial Differences; Special Education Teachers; Student Recruitment; School Holding Power; Educational Environment; Minority Serving Institutions; Culturally Relevant Education; Student Diversity; Geographic Regions + Suchen Sie Ihr Suchwort? Lehrerverhalten; Fakultät; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Ethnizität; Rassenunterschied; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The field of special education continues to grapple with the presence and implications of disproportional representation related to race and ethnicity. While research focuses mostly on disproportional representation of students, there remains long-standing acknowledgment that too few students of color populate our special education university doctoral programs. The present study, therefore, surveyed current special education faculty members at doctoral degree granting institutions to understand the practices used to recruit and retain doctoral students of color and perspectives on their programs' climate related to racial and ethnic diversity. In addition, the research team conducted a series of exploratory analyses to examine whether responses depended on respondent race or whether the respondent worked at a minority-serving institution. Results suggest a general commitment to increasing doctoral student diversity; however, there appears a lack of formalized plans and culturally relevant coursework. Findings of the exploratory analyses suggest that programs within minority-serving institutions may provide important leadership in this area. We conclude with limitations and recommendations for doctoral programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01