Division K - Teaching and Teacher Education / Section 7: Teacher Induction, Mentoring, and Retention in Different Contexts, Conditions, Including Traditionally Underserved Students

Black Teacher Educators and White Preservice Teachers: Four Lessons for Effective Cross-Race Mentoring - Valerie Hill-Jackson, Texas A&M University; Omah M. Williams, Texas A&M University; Marlon C. James, Loyola University Chicago

Reflections From White Preservice Teachers on Learning From Coaching Teachers of Color - Tambra O. Jackson, University of South Carolina; Maylin Coggiano, University of South Carolina; Melissa Larkin, UVA & University of South Carolina; Ella Moore, University of South Carolina

The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Behaviors - Karen J. DeAngelis, University of Rochester; Jing Che, University of Rochester; Andrew Wall, University of Rochester

The Need for Mentoring Student Teachers: Findings From a Leadership Preparation Program at a Historically Black University - Deborah Lynn Harris, Prairie View A&M University; Lisa D. Hobson, Prairie View A&M University; Patricia Ann Smith, Prairie View A&M University; Curtis Hill, South Arkansas Community College; Viveca Grant, Prairie View A&M University

“Collaboration Doesn’t Exist”: So What Now? - Jocelyn A. Glazier, University of North Carolina - Chapel Hill; Ashley Summer Boyd, University of North Carolina - Chapel Hill; Kristen Vaughn Bell Hughes, University of North Carolina - Chapel Hill; Ritsa Mallous, University of North Carolina - Chapel Hill; Harriet Able, University of North Carolina - Chapel Hill

Deborah Lynn Harris, Prairie View A&M University