Peer reviewed
Download full textERIC Number: EJ1158672
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-9232
EISSN: N/A
The Relevance of Historically Black Colleges and Universities in Preparing Black Educators and Teachers
Collins, Edward; Davis, Cheron Hunter; Hilton, Adriel A.
eJEP: eJournal of Education Policy, Fall 2013
This study examines the teacher readiness of Black graduates of Historically Black Colleges and Universities (HBCUs) relative to non-HBCUs. To accomplish this objective, this paper identifies several components of preparation available from the Baccalaureate and Beyond Longitudinal Study 2008/2009 (B&B: 08/09). Of the K-12 teaching preparation factors, significant differences were found between HBCU and non-HBCU graduates within a bachelor's degree teaching major. In addition, the study revealed that HBCU graduates maintained the highest proportion of teaching preparation across all variables, with the exception of awareness of the Teach Grant Program.
Descriptors: Black Colleges, Preservice Teacher Education, African American Teachers, Career Readiness, Bachelors Degrees, Longitudinal Studies, College Graduates, Education Majors, Comparative Analysis, Grants
Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Baccalaureate and Beyond Longitudinal Study (NCES)
Grant or Contract Numbers: N/A
