Exploring how four HBCU Teacher Education programs fortify the Black Teacher Pipeline

• In Event: Amplifying HBCU Educator Impact: From Research to Practice in Teacher Diversity and Equity

Abstract

Objectives or Purposes
The purpose of this presentation is to inform the audience on how HBCUs teacher education programs continue to be the proliferators of Black teachers in America’s education system. The audience will be introduced to recruitment, curricular, and co-curricular best practices that they can emulate within their own programs to further inspire and prepare all students to become a teacher.

Perspective(s) or Theoretical Frameworks:
Ladson-Billings’ (1995) culturally relevant pedagogy and Valenzuela’s (1999) authentic care are the theoretical frameworks leveraged in this study. The tenets of culturally relevant pedagogy: (1) maintaining high levels of academic achievement, (2) affirming a student's cultural and ethnic identity, (3) developing a student's critical consciousness to better understand the critique of their world. Additionally, Valenzuela’s authentic caring was used to explore how the teacher education programs foster relationships beyond instructional to an approach that affirms and welcomes their cultural identity and values.

Methods, Techniques, or Modes of Inquiry
A qualitative, multiple-case approach was used to explore the HBCU Black teacher pipeline. Four institutions in the Southeastern region of the United States were invited to participate in this study. Staff, faculty, and students from each teacher education program participated in approximately one-hour interview.

Faculty and administrator interviews sought to explore how the institution's culture, departmental culture, curricular, and co-curricular activities assisted in recruiting, matriculating, certifying, and graduating Black teachers. Student interviews centered upon their overall experiences in the teacher education program. Students emphasized their inspiration toward their pursuit of teaching, engagement with their respective faculty members, and acknowledgments of how their racial identity impacts their teacher education identity.


Data Sources, Evidence, Objects, or Materials
Following data collection, each transcript was deductively and inductively coded by two researchers. The research team conducted two rounds of coding per transcript to ensure the reliability of the codes. At the end of each institution’s coding cycle, the research team discussed the preliminary codes in relation to the research questions. Once each institution’s coding was completed, the research team conducted a cross-case analysis to compare the teacher education programs’ approaches to developing Black teachers. Several trustworthiness strategies were employed throughout the data analysis process (Lincoln & Guba, 1985). Two such strategies utilized throughout the process were numerous peer-debriefing sessions, and at least two authors coded each transcript to ensure intercoder agreement. Finally, the findings from the report were emailed to the teacher education department leadership for review.

Results and/or Substantiated Conclusions

The study findings reveal that the four HBCU teacher education programs implement culturally relevant practices and authentic caring in their recruitment, curricular, and co-curricular practices. This comprises establishing community partnerships, intentional cultivation of relationships with students, and student-faculty mentoring.

Scientific or Scholarly Significance of the Study or Work

Through the voices of faculty, staff, and students at four HBCU teacher preparation programs, this presentation will introduce practices that support their Black pre-service teachers.

Author

• Keeley Copridge, Frederick D. Patterson Research Institute