Preparing Future Faculty
Thu, April 11, 2:30 to 4:00pm, Pennsylvania Convention Center, Floor: Level 100, Room 119BAbstract
Recent and relevant research has revealed clear benefits of diversity in higher education in ensuring greater access to institutions (Acosta, et al., 2016), mentorship of undergraduate and graduate students from similar backgrounds and identities (Grant & Ghee, 2015; Henfield, et al., 2011), and a wide range of pedagogical knowledge and understandings (Hurtado, 2001). McGee and colleagues et al. (2019) documented the racialized experiences of minoritized doctoral students and the impact on their career trajectory and their emotional and mental well-being.
Gasman and colleagues (2004) reported African-American graduate students experience a lack of mentorship and opportunities for professional development, a devaluation of scholarship on black history and culture and the exclusion of blacks from discourse on various mainstream topics. Similar issues of marginality were experienced by students of color in the area of social work. Narratives from these students revealed eight core themes: cultural and racial isolation, curriculum devoid of cultural and racial relevance, ‘invisibility’ to white faculty, lack of meaningful interactions with white faculty, establishing peer support networks, mentoring and support from faculty of color, resistance to address cross-cultural differences in field supervisions, and the need to address wide in curricula and school-wide initiatives (Daniel 2007).
The American Association of Colleges for Teacher Education Holmes Scholars Program supports students who self-identify as racially and ethnically diverse and are pursuing graduate degrees in education at AACTE member institutions. Founded in 1991 for doctoral students, the Holmes Program now provides mentorship, peer support, and professional development opportunities. The purpose and aims of the Holmes Scholars Program were described in the seminal report from the Holmes Group commonly referred to as the Trilogy, which includes, Tomorrow’s Teachers, Tomorrow’s Schools, and Tomorrow’s Schools of Education.
The four goals of the program included the following: (1) to create a more racially diverse community of faculty, staff, and students and to prepare additional persons of color who are excellently-trained to become professors on the tenure-track at schools of education and on the clinical faculties of professional development schools (2) to create a more racially diverse membership in the Holmes Group so as to benefit from the participation and contributions of a more diverse group of faculty and students; (3) to increase the number and quality of graduate professional education programs that have substantial numbers of faculty and students from minority groups; and (4) to structure on-going evaluation mechanisms by which the reform efforts of the Holmes Group and its member institutions may be assessed for their impact on progress toward equity and cultural/racial diversity.
In this symposium, each of the panelists will offer their perspectives on one of the aforementioned goals of the Holmes Scholars Program and descriptions of program features that were integral to their success in navigating their doctoral program. Data collected on the scope of the program nationally and its impact on changing the face of schools and colleges of education will be discussed. Finally, panelists will share recommendations for program implementation and research.