Deconstructing Exclusive Admissions: Leveraging Improvement Science to Offset Systemic Inequities in Teacher Education

• In Event: Division K Section 7 Poster

Abstract

A research team at a Western Regional University used Improvement Science-based inquiry to identify and address systemic inequities in their application and admissions processes after finding that teacher candidates of color had disproportionately lower application, admission, and enrollment rates than white teacher candidates into the post-baccalaureate elementary education and secondary education programs at their university. Having identified some potential roadblocks to equitable admission, they worked to increase the number of candidates of color enrolled in their post-baccalaureate credential programs through experiments with small, mitigative changes aimed at systemic restructuring towards equity. They clarified admission recruitment from undergraduate pathway programs, identified and decreased admission barriers, established campus outreach opportunities, and reviewed and edited application materials in order to decrease implicit bias.

Authors

• Libbi Miller, Humboldt State University

• James F. Woglom, Humboldt State University

• Heather Ballinger, Humboldt State University

• Sarah Green, Humboldt State University