Access to Empowerment: Supporting Persistence and Belonging in a Program for Future Teachers of Color

• In Event: Transformative Designs for Equity: Teacher Education Pathways Across Communities and Contexts

Abstract

This study explores the impact of a state-sponsored pilot program developed to recruit, retain, and support men of color, specifically males of color as P–12 educators. The program was intentionally designed to provide participants with culturally relevant programming, academic support, mentorship, and leadership development opportunities. Utilizing a qualitative research design, we analyzed data collected from surveys, individual interviews, and focus groups to assess participants’ experiences and the program’s overall effectiveness. Findings indicated that students involved in the program demonstrate increased academic persistence, a deeper sense of belonging, and greater self-efficacy. Notably, culturally affirming practices, peer mentoring structures, intentional identity development, and supportive learning communities emerged as critical contributors to participants’ success and long-term commitment to the teaching profession.

Authors

• Issam Hafez Abi-el-Mona, Rowan University

• Marjorie E. Madden, Rowan University

• Gaëtane Jean-Marie, Rowan University

• Cory Elijah Dixon, Rowan University

• Cori Meredith Brown, Rowan University

• Stacey E. Leftwich, Rowan University