An Equity-Focused Examination of Application Processes in Mathematics and Science Teacher Education

• In Event: Teacher Recruitment, Preparation, and Workforce Diversity

Abstract

Purpose

We examined teacher education programs’ (TEPs) admissions processes for K-12 mathematics and science teacher candidates, with a focus on diversity, equity, inclusion, and social and racial justice (DEIJ). We considered the admissions process to include: recruitment, application components (e.g., application forms, interviews), and selection criteria and decisions. Research questions included:
1. What are the components included in different TEP admissions processes, and what applicant information is collected?
2. How do the TEPs describe and use information related to DEIJ in the application process?

Theoretical Perspectives

Concerns about incongruities between the racial/ethnic and cultural diversity of students and teachers are both longstanding and increasing (Wilson, 2021). Admission to TEPs represent a key gateway to the teaching profession, and TEP admissions processes can create barriers for minoritized applicants (Klassen & Kim, 2019), such as an overreliance on test- and course-taking (Bowles et al., 2014). Consistent with perspectives on pragmatism and transformative paradigms (Donnor & Ladson-Billings, 2018; Mertens, 2007; Tashakkori et al., 2021), we view this research as important for learning about existing educational structures and processes and improving them.

Methods

Participating TEPs included 22 elementary and secondary programs (undergraduate- and masters-level) at five universities in the Northwest. Document-based data sources included: application forms, applicant essay and interview prompts, scoring rubrics, and admissions records sheets. We also conducted interviews with 20 mathematics and science content and/or education faculty and seven TEP leaders directing admissions processes. To investigate patterns, differences, and themes, we engaged in multiple cycles of data analysis using data matrices, thematic coding (with Atlas TI software), and analytic memos (Miles et al., 2020; Saldaña, 2021).

Results and Conclusions

Application Components and Information Collected

All TEPs collected application forms with similar information that included personal demographics, high school and/or college transcripts, and pre-requisite courses in mathematics and/or science. All programs required tests for teaching (e.g., NES) either prior to admission or student teaching. Other requirements varied by program (Table 1).

Attention to DEIJ

All TEPs evidenced goals related to DEIJ in their application processes, but differences existed in the nature and use of the information collected. Most programs collected information related to sociocultural markers (see Table 1). The interview and essay prompts typically involved responding to a scenario or reflecting on experiences with students who are Black, Indigenous, and People of Color (BIPOC). Differences existed in how programs used information, ranging from intentionally recruiting and selecting applicants based on DEIJ-related information to noticing but not acting on this information. Specific actions, when taken, included supporting applicants for admission who are BIPOC, multi-lingual, and/or who recognize social and racial justice perspectives, or conversely, not admitting applicants who expressed problematic views (e.g., racist, anti-gay rhetoric). These actions and perspectives indicate differences in how TEPs positioned and prioritized DEIJ, with potential implications for transforming or reproducing past practices in admissions.

Scholarly Significance

By understanding DEIJ-related supports and barriers in TEP admissions processes, we provide information that can aid efforts to increase equity in mathematics and science TEPs and the diversity of the teaching workforce.

Authors

• Amy M. Roth McDuffie, Washington State University

• David Slavit, Washington State University Vancouver

• Jennifer Dechaine-Berkas, Central Washington University

• Dan Goldhaber, American Institutes for Research

• Roddy Theobald, American Institutes for Research