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ERIC Number: EJ795190
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: ERIC
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0737-5328
"Home-Growing" Teachers of Color: Lessons Learned from a Town-Gown Partnership
Irizarry, Jason G.
Teacher Education Quarterly, v34 n4 p87-102 Fall 2007
Many institutions that prepare teachers profess a commitment to issues of diversity and educational equity in their mission and vision statements. However, despite the fact that the enrollment of students of color in institutions of higher education has increased by 48% over the last ten years, the racial/ethnic composition of teacher preparation programs has changed relatively little. Although teacher preparation programs have had a larger pool of students of color from which to recruit, they have not been successful in attracting more students of color into the profession through traditional preservice pathways. If diversifying the teaching force is a goal from which people of color as well as Whites benefit, then the active recruitment of people of color into the profession should be part of the work of teacher preparation programs and district-based teacher recruitment efforts. As such, colleges and schools of education need to develop new approaches aimed at improving the recruitment, retention, and preparation of teachers of color. This article explores the challenges associated with diversifying the teaching force through preservice teacher education programs and forwards "homegrowing"--that is, recruiting individuals to work as educators in the communities in which they were raised and educated--as one strategy to do so. It highlights Project TEACH, a town-gown partnership between an institution of higher education and a local community, examining features of the program that were identified by participants as influential to their successful transition into the teaching profession.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A