Postsecondary Persistence of Teacher Candidates Entering Math and Science Education: Supporting GYOT (Grow Your Own Teacher) Program Students

• In Event: Educators on the Front Lines: Complex Conceptualizations of Teacher Quality

Abstract

This qualitative study examined the postsecondary persistence of a cohort of students enrolled in the Grow Your Own Teacher Program (GYOT) working towards entering the field of math and science education. Informed by Tinto’s model and subsequent research on persistence, the study examined the contributors to
persistence, including program characteristics that supported academic and social integration. Data was collected from multiple sources including students, high school counselors and administrators, university faculty, and the GYOT program
director. A naturalistic inquiry approach made possible the examination of factors that influenced persistence in the context of high school and college experiences. The study informs postsecondary education administrators and stakeholders who
seek to increase graduation rates of students entering high needs subject areas.

Authors

• Karleen R. Goubeaud, Long Island University

• Estelle Kamler, Long Island University

• Jennifer Pankowski, Long Island University