Identifying Systemic Barriers: The Effects of Program Admission Requirements on Teacher Candidates of Color

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Abstract

Educator preparation programs (EPPs) in colleges and universities have increased efforts to recruit more teachers of color for entry into P-12 classrooms in the United States. Yet, little is known about how program admission requirements in EPPs affect students of color. This study examined how GPA and standardized assessments affect students of color. Findings show that students of color were more likely to show lower overall GPA, ACT scores, and MoGEA-math scores than white students, suggesting that some requirements can be barriers to program admission. This work has implications for how to identify and remove systemic barriers with the goal of increasing the number of teachers of color and also to support a more diverse and inclusive teaching profession.

Authors

• Haruka Konishi, Missouri Western State University

• Kipton D. Smilie, Missouri Western State University

• Elizabeth Thorne-Wallington, Missouri Western State University