From High School Teacher Academy to University Teacher Preparation: Understanding Student Pathways Through a Belonging-Centered Partnership

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Teacher Pipelines, Recruitment, and Pathways

Abstract

As rural communities face persistent teacher shortages, grow-your-own programs offer promising recruitment strategies. This explanatory sequential mixed-methods study examines how a rural state university's Teacher Academy Support Model influences high school students' decisions to enroll and persist in teacher preparation programs. Grounded in sense of belonging theory and college choice frameworks, the research investigates relationships between specific support components and enrollment decisions through program evaluation surveys (n=114) and interviews with enrolled students. Preliminary findings suggest belonging-centered approaches—including advisor connections, peer mentorship, and campus experiences—significantly influence college choice decisions and retention. This research contributes to understanding sustainable pathways into teaching, particularly for students from historically underrepresented communities in rural education settings.

Author

• Eric Hougan, Central Washington University