Diversity, Equity, and Data Use in Teacher Education Programs

• In Event: Striving for Continuous Program Improvement: Teacher Education Programs Explore Their Data Practices

Abstract

Objectives or purposes
The purpose of our study was to analyze the relationship between the data use practices at SDSU’s three teacher preparation programs and the institutional priorities of equity and diversity. Our study began asking our colleagues to complete a survey that asks them to identify the focus of our self-study research. Their responses led to our study asking the following research questions: (a) what are the experiences, values, and beliefs of program stakeholders related to data use about diversity and equity?, (b) what data sources associated with diversity and equity are used to evaluate teacher preparation programs?, and (c) what program policies and practices, associated with diversity and equity, support or inhibit program stakeholders’ participation in data use activities?
2. Participants, Methods, Data Analyses
We designed and implemented a semi-structured interview protocol to research how faculty from the three teacher education programs use diversity and equity data to inform their work. Interviews consisted of eight open-ended questions, lasted 25 to 35 minutes in duration, and were audio recorded. Each interview was transcribed using a commercial transcription service. Chairs/Directors emailed the study’s recruitment form to all faculty (n=164) in their department (i.e., supervisors, tenure-track faculty, and lecturers). Fourteen faculty members participated in individual interviews. We used the People-Tools, Organizations (PTO) Framework to code transcripts. Our study analyzed data use prioritizing inquiry and program improvement over compliance and state and grant reporting (Peck et al., 2010).
3. Results and/or substantiated conclusions or warrants for arguments/point of view
Results revealed that faculty considered data on diversity and equity useful in preparing credential candidates; however, departmental opportunities for faculty to use data on diversity and equity are limited. Additionally, this study found that the data that teacher education departments collect is not systematically used to analyze issues of diversity and equity. Finally, this study shows a disconnect between organizational goals of diversity and teacher education departments’ data use policies and practices.

4. Scientific or scholarly significance of the study or work
Our colleagues have a real desire to support students, especially those who come from diverse communities. Knowing who, how many, and what supports these candidates need is the way faculty can feel efficacious in their efforts to support them. In spite of this desire, the teacher preparation programs do not have a systematic way for faculty to collect and use data associated with diversity and equity. Moreover, there is no coordinated effort for faculty to work with their peers to collect and use data associated with equity and diversity. In short, our findings show tension between institutional priorities of equity and diversity and the data use practices of our teacher preparation programs.

Authors

• Estella Chizhik, San Diego State University

• Saúl Isaac Maldonado, San Diego State University