Enhancing Recruitment, Retention, and Professional Development for Black and Brown Science Teachers Through the Noyce Fellowship

• In Event: I’m Down With Black and Brown: Black and Brown Experiences With Whiteness, Children’s Literature, and Teacher Retention

Abstract

This case study examines a Noyce Fellowship that aims to recruit, retain, and provide professional development for Black and Brown science teachers during their initial five years of teaching. Nouri and Sajjadi’s (2014) emancipatory pedagogies were utilized as a theoretical lens to interpret the collected artifacts and semi-structured interviews, which captured the experiences of five early career science teachers. The results highlighted three key themes: (a) the fellowship effectively attracted early-career science teachers by offering substantial financial support, (b) early-career science teachers were more likely to remain in the profession due to the tailored professional development provided by the fellowship, and (c) the fellowship retained early-career science teachers by cultivating a supportive community of peers and faculty.

Authors

• Vanessa Nizeyimana Louis, University of Michigan

• Natalie S. King, Georgia State University