Teachers Speak Out: Centering the Voices of Teachers in Implementing a College-Going Culture

• In Event: Lessons Learned From Preservice and In-Service Teacher Programs

Abstract

Purpose: The purpose of this article is to explore teachers’ perspectives on the implementation and development of a college-going culture in urban high schools across California. Approach and Methods: This empirical research article is one component of a larger ongoing 8-year longitudinal project examining the implementation of college-going cultures in secondary schools across California. The qualitative data collected for this project consists of over 50 focus group sessions each lasting 45-90 minutes with teachers and support staff within urban schools. Findings and Implications: One preliminary finding illuminates that teacher mindsets about the abilities and future trajectories of urban students may obstruct full implementation of a college-going culture. Our findings have implications for teacher training and continuing professional development.

Authors

• DeMarcus Antonio Jenkins, University of California - Los Angeles

• Robert Cooper, University of California - Los Angeles