Barriers to the Demographic Imperative: Illuminating and Dismantling Hurdles Experienced by Global-Majority Teacher Candidates

• In Event: Advancing Social Justice and Cultural Competency in Professional Development Schools

Abstract

Calls for a culturally competent teaching force addressing the demographic imperative may be achieved through coordinated efforts between Professional Development School (PDS) network partners (P-12 schools, communities, and universities). This qualitative interview study was initiated to identify, understand, and mitigate challenges experienced by three global-majority multilingual/multicultural teacher-residents who- through the support of our PDS initiatives - matriculated through teacher certification from our urban research institution. Findings illuminate structures of support (social, language, emotional, navigational, and academic) necessary for organizations to facilitate multilingual/multicultural global-majority teacher candidates negotiating challenges during coursework and fieldwork. These educators offer teacher educators, P-12 partners, and PDS networks recommendations for culturally and personally supportive practices that embody articulated commitments to equity, and diversity.

Authors

• Anne E. Martin, Georgia State University

• Teresa R. Fisher-Ari, Rollins Center for Language and Literacy

• DaShaunda Patterson, Georgia State University