Our Responsibility to Serve: Supporting Teachers of Color Working in Communities of Color

• In Event: Recruiting, Supporting, and Retaining Teachers From Underrepresented Communities

Abstract

While Teachers of Color (TOCs) demonstrate greater effectiveness with students of color (Ingersoll & May, 2011) and are also perceived more favorably by students of all backgrounds (Cherng & Halpin, 2016), they often face challenges beginning in their teacher education (TED) programs (Goodwin, 2004; Ladson-Billings, 2001). This paper examines interview data from four TOCs who came through a large traditional secondary TED program at a Hispanic Serving Institution (HSI) and returned to teach in communities that predominantly served SOCs to consider: 1) how elements of CCW emerged in TOCs’ experiences and informed their (preservice→ in-service) teacher development and 2) how traditional teacher education programs can use a CCW lens to support TOCs’ development and teacher preparation.

Authors

• Alejandra Priede, California State University - Long Beach

• Betina Hsieh, California State University - Long Beach

• Mary Elizabeth Marroquin, California State University - Long Beach