Beyond "Good-Faith" Efforts: Diversifying the Faculty Ranks in Teacher Education through Equity-Conscious Recruitment Practices

Autor/in	Endo, Rachel
Titel	Beyond "Good-Faith" Efforts: Diversifying the Faculty Ranks in Teacher Education through Equity-Conscious Recruitment Practices
Quelle	In: Action in Teacher Education, 44 (2022) 3, S.181-195 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2022.2058641
Schlagwörter	Diversity (Faculty); Teacher Education; Recruitment; Social Justice; Minority Group Teachers; Institutional Characteristics; Whites; Personnel Selection; Affirmative Action; Teacher Educators + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Recruiting; Rekrutierung; Soziale Gerechtigkeit; White; Weißer; Personalauswahl; Personalentscheidung; Teacher education; Education
Abstract	This autoethnographic cross-case study articulates a set of field-tested strategies, focusing on how White-dominated teacher-preparation programs (TPPs) could recruit a greater number of teacher educators who are Black, Indigenous, and People of Color (BIPOC) by actively designing, implementing, and modeling equity-conscious recruitment practices. The conceptual framework describes the instrumental value that BIPOC teacher educators bring to Predominantly White Institutions (PWIs) by drawing on a sociocultural assets-based view of racially diverse professionals in historically White settings. Methods involved a directed approach to content analysis of 50 search-related documents across 10 faculty searches that the author facilitated between the years 2009-2018 that led to all-BIPOC hires. The findings focus on three major milestones during a typical faculty search with an emphasis on the contexts of TPPs: (a) planning for equitable and inclusive practices from start to finish through a model of shared accountability, (b) encouraging search committees to actively engage in innovative approaches to recruitment, including traditional and non-traditional strategies, and (c) supporting stakeholders, such as committee members and voting faculty who have direct or indirect decision-making power in faculty searches, in reducing cognitive errors throughout the evaluation and selection process. Implications are offered for practice and theory. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01