The Need for Strong Equity: Investigating How Institutional Dynamics Drive Equity Efforts in Teacher Education Programs at Minority-Serving Institutions (Poster 31)

• In Event: AERA Promising Scholarship in Education Research: Dissertation Fellows and Their Research
  In Invited Poster Session: AERA Promising Scholarship in Education Research: Dissertation Fellows and Their Research Poster Session

Abstract

Continued concern persists that teacher education programs (TPPs) as a whole might not operate in an equitable manner, such as an inadequate preparation for diverse classrooms, lack of diversity in candidates and faculty, and resource disparities. Minority-serving institutions (MSIs) offer a promising intervention as they graduate more teachers of color than majority White institutions. However, there is still much we do not understand about the institutional context of MSIs and how they contribute to greater diversity and equity in TPPs. In response, this multiple case study investigates the institutional dynamics that drive programmatic equity efforts at TPPs at enrollment-based MSIs. By critically examining these dynamics, this study sheds light on strategies and practices that create more inclusive and effective TPPs.

Author

• Lillie Ko-Wong, University of California - San Diego