Seen, Heard, Reflected: Building and Sustaining a Diverse STEM Teacher Pipeline

• In Event: AERA Roundtable Session 3
  In Roundtable Session: A Wicked Problem: Diversifying California's Teacher Workforce

Abstract

Is there a shortage of STEM teachers in California? Is the STEM teacher workforce reflective of the racial and cultural diversity of the state? How are teacher preparation programs creating and sustaining STEM pipelines for teachers of color and what best practices are emerging?

In California, nine of the 10 fastest-growing occupations are in science, technology, engineering, and mathematics (STEM). By 2022, the state will have the largest share of the STEM workforce jobs in the country. However, too few students in our pre-K through high school education systems – and particularly students of color – have access to the rigorous learning opportunities they deserve to pursue future careers in STEM.

Teachers, especially teachers of color, play a key role in reversing those trends. We know from our research that:
The math and science teacher shortage is often felt more heavily in schools that serve large numbers of students of color.
And while over three in four CA students are students of color, only one in four secondary STEM courses are taught by a teacher of color.
Given this landscape, we set out to highlight teacher preparation programs that are reversing those trends and creating and sustaining strong pathways for STEM educators of color to enter CA classrooms.

This session highlights recent research that examines teacher preparation programs that have a proven track record for attracting and supporting teacher candidates to attain a single subject mathematics or science credential. The team interviewed deans, program directors, and other faculty administrators at teacher preparation programs with above average enrollment of STEM credential completers and teacher candidates of color to better understand how their programs are strengthening the STEM teacher of color pipeline.

Session participants will learn about four promising practices to attract and support teacher candidates of color to enter and remain in the teaching profession, with a particular focus on STEM teachers of color.

These practices include:
Increasing financial support for students to cover the costs associated with preparation programs.
Strenghtening outreach, recruitment, and field placement partnerships.
Creating community learning spaces and mentorship opportunities to support candidates.
Ensuring that programs address issues of racism and incorporate culturally responsive and culturally sustaining pedagogies into their curriculum.

We will close with recommendations that state policymakers and teacher preparation programs can implement to strengthen supports for teacher candidates of color.

We will share: (1) one-pagers of bright spot teacher prep programs with their strategies on retaining math and science teacher candidates of color, (2) data snapshots on the STEM teacher pipeline in California, (3) resources and web links shared by bright spot teacher prep programs, and (4) an infographic on teacher diversity in California.

Author

• Abby Ridley-Kerr, The Education Trust