Utilization of Minority-Serving Status in Teacher Preparation Programs: Towards a Framework for Minority-Serving Programs

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 1
  In Roundtable Session: Disrupting Neutrality, Designing Justice: Minority-Serving and Antiracist Innovations in Teacher Preparation

Abstract

This study examines how minority-serving status is utilized in teacher preparation programs (TPPs) at enrollment-based minority-serving institutions (MSIs). Using multiple case studies, it investigates four programs designated as Hispanic-Serving Institutions (HSIs) and/or Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs). Three ways MSI status is leveraged: (1) embedding equity-based values into program goals, (2) recruitment strategies increasing diversity among teacher candidates and faculty, and (3) securing financial resources to support students. It explores an idealized framework for MSI TPPs, using Garcia et al.’s (2019) typology of HSI organizational identities and Cochran-Smith and Keefe’s (2022) strong equity framework. Findings emphasize the need to institutionalize equity-driven initiatives and develop robust MSI organizational identities to support teacher candidates of color.

Author

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