Exploring Conversion Factors and Recruitment Modules Toward Teacher Education Enrollment for “Marginalized Groups” Aspiring Teachers

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Aspiring Teachers/Coaching Support (Table 8)

Abstract

This study explores the impact of a multiyear progressive recruitment module on the disposition of aspiring early childhood teachers from marginalized groups towards attending college to become teachers. We utilized the conversion factors within a capability approach (Robeyns (2003) to examine aspiring teachers' disposition and experiences within the recruitment process, providing a comprehensive view of the factors shaping their educational and career trajectories. Using a mixed methods design, we sought to understand how the modules influence the college disposition of high school sophomores and juniors enrolled in an early childhood pathway program. We draw upon the findings to establish reparative changes that the recruitment modules bring to aspiring teachers' disposition towards going to college to become early childhood teachers.

Authors

• Iyanuoluwa Emmanuel Olalowo, Kent State University

• Monica Miller Marsh, Kent State University