Date of Award
Spring 2023
Degree Type
Open Access Dissertation
Degree Name
Education, PhD
Program
School of Educational Studies
Advisor/Supervisor/Committee Chair
Emilie Reagan
Dissertation or Thesis Committee Member
Frances Gipson
Dissertation or Thesis Committee Member
Bruce Matsui
Terms of Use & License Information
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Rights Information
© 2023 Mayeen Quader
Keywords
BIPOC teachers, Racism, Radicalized discourses, Teacher diversity
Subject Categories
Education | Teacher Education and Professional Development
Abstract
In response to a national agenda to increase diversity in the teaching workforce, this qualitative multiple case study critically examined the recruitment and admission of Black, Indigenous and People of Color (BIPOC) to teacher education programs (TEP) in three Minority Serving Institutions (MSI) in California. Specifically, this research explored the racialized discourses and factors that shape recruitment and admissions within TEPs and supports and barriers for BIPOC teachers. This study is grounded in Critical Race Theory, Critical Whiteness Studies with a Critical Discourse Analysis of recruitment and admissions policies on TEP websites and documents, four observations of TEP virtual information sessions, and twenty semi-structured interviews with TEP staff, faculty, and administrators. Participants included those who have served in an active role in TEP recruitment and admissions within the last five years. In interviews they described recruitment and admissions and highlighted methods to diversify the teaching workforce. Findings suggest that TEP recruitment and admissions can be highly racialized, and that TEPs within MSIs operate as racialized organizations in complex ways. Two programs adhered strictly to state licensing regulations admitting candidates based on the presumption that everyone has an equal opportunity, measuring them against norms and prioritizing those who possess the appropriate whiteness credentials. One program prioritized racial equity, aiming to creatively adhere to state licensing regulations while intentionally recruiting from local communities of Color to diversify their TEP student body and subsequently teaching. Admission at this TEP is based on the presumption that candidates bring rich, cultural experiences with them that benefits communities. Despite regulations and institutional constraints, this dissertation offers recommendations for how TEPs can exercise flexibility in recruiting and admitting BIPOC teachers. Prioritizing racial equity and justice in the recruitment and admission of BIPOC, critically reviewing racialized policies and practices, and involving stakeholders across K-12 and post-secondary contexts can potentially improve the recruitment and admission of BIPOC to TEPs thereby enhancing ethnoracial and linguistic diversity of teachers.
ISBN
9798379899806
Recommended Citation
Quader, Mayeen. (2023). Teacher Education Program Recruitment and Admissions: A Multiple Case Study of Three Minority-Serving Institutions in California. CGU Theses & Dissertations, 556. https://scholarship.claremont.edu/cgu_etd/556.
