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ERIC Number: ED545796
Record Type: Non-Journal
Publication Date: 2012
Pages: 127
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-8949-4
Historically Black Colleges and Teacher Accreditation: Successes and Challenges
Powell, Jennifer S.
ProQuest LLC, Ed.D. Dissertation, University of Cincinnati
The lack of African-American presence in teacher education programs in American's Predominately White Institutions (PWI) has not changed since the initial increase following "Brown v. Board of Education," 1954 (National Council for Educational Statistics, 2011). Historically Black Colleges and Universities (HBCUs) continue to graduate over 80% of African-American teachers (National Council for Educational Statistics, 2011). Though racial disparities in education have been acknowledged (Anyon, 2005, Bell, 2004), the research into these disparities must move beyond individual factors of students that enroll in the programs, and move into an era of research that critiques the educational structures themselves. In higher education the teacher education programs PWIs and HBCUs are governed by the state which has increasingly mandated national educator preparation accreditation through the National Council of Accreditation for Teacher Education (NCATE). The accreditation process dictates the institutions program structures. This mixed methods research sought information on whether or not there were barriers in NCATE processes that impede the number of HBCUs that are accredited and the perceptions of NCATE at an HBCU. I used NCATE, National Council for Educational Statistic (NCES) data, and in-depth interviewing to conduct this study. The conclusions this study rendered included practical application for educator preparation programs at HBCUs, NCATE and recommendations for future research that could affect recruitment and retention of teachers of color is discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A