Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
What to do in Chicago
Personal Schedule
Sign In
Session Type: Symposium
In the United States, racial and ethnic gaps between students and teachers persist. Students of color comprise 45% of K-12 students, while the teaching force is 83% White. Most efforts to address this gap focus on preparing an overwhelmingly White teaching force for diversity. While this is important work, this symposium focuses on dismantling barriers of racism that maintain a White teaching force. Critical Race Theory, which frames the symposium, begins with the premise that the skewed racial representation is not accidental, but rather a product of racist systems designed to meet White needs. Seven papers, from a book in press, report on specific programs that are challenging racist barriers to the recruitment and preparation of teachers of color.
Christine E. Sleeter, California State University - Monterey Bay
La Vonne Isabelle Neal, Northern Illinois University
Tactics and Strategies for Breaking the Barriers to a Diverse Teaching Force - Kitty Kelly Epstein
Teach Tomorrow in Oakland: History, Teacher Profiles, and Lessons Learned - Rachelle Lanette Rogers-Ard, Oakland Unified School District; Kimberly L. Mayfield, Holy Names University
Contextualizing the Demographic Imperative: Teacher Education for Students of Color in a Rural Community - Anne Burns Thomas, SUNY - College at Cortland
The Turning Point of One Teacher Education Program - Omiunota N. Ukpokodu, University of Missouri - Kansas City
Newcomers Entering Teaching: The Possibilities of a Culturally and Linguistically Diverse Teaching Force - Flynn M. Ross, University of Southern Maine
Pathways2Teaching: Being and Becoming a "Rida" - Madhavi Tandon, University of Colorado - Denver; Margarita Bianco, University of Colorado - Denver; Shelley Zion, University of Colorado - Denver
A Competing Theory of Change: Critical Teacher Development - Conra D. Gist, University of Arkansas; Belinda Bustos Flores, The University of Texas - San Antonio; Dr. Lorena Claeys, The University of Texas - San Antonio