Equity and Institutional Change in Teacher Education Programs: Organizational Implications from Multilingual Teacher Candidates

• In Event: Language, Power, Belonging: Decolonizing Support in Schools

Abstract

This study explores how bilingual and multilingual teacher candidates (BTCs) in a federally funded English language teaching master’s program navigate barriers and supports in their certification pathways. Using Critical Race Theory (Ladson-Billings & Tate, 1995) and reflexive thematic analysis (Braun & Clarke, 2021), the study draws on interviews, surveys, and program documents. Findings reveal how BTCs—often internationally trained educators of color—face credentialing confusion, financial strain, and linguistic bias. At the same time, institutional affordances like responsive advising and tuition support promote persistence. The study calls for equity-focused, culturally sustaining, and organizationally responsive teacher preparation. It informs national conversations on school effectiveness, program design, and inclusive educator pipelines that support multilingual, racially diverse teacher candidates.

Authors

• Tuba Angay-Crowder, Kennesaw State University

• Jayoung Choi, Kennesaw State University

• Zurisaray Espinosa, Kennesaw State University

• Brianna Arias, Kennesaw State University