Advancing Systemic Equity in CWU Teacher Education through Community Voice
Abstract
This qualitative study aimed to identify and understand the challenges and opportunities of that our current CWU teacher candidates and alumni of color have experienced navigating our teacher education programs at various locations. Participant data was gathered from focus groups to answer the following: 1. What were the challenges students of color faced within their teacher education program? 2. What resources and supports did the students find helpful to their success within the programs? 3. What are potential ideas that the teacher preparation program can implement to create better supports and experiences for our teacher candidates and alumni of color? Preliminary findings suggest that students of color faced multiple challenges navigating the “white space” of the teacher education programs, experienced the lack of authentic mentorship, and relied on both university-provided, institutional supports and informal, non-institutional supports to succeed within their respective programs. Our preliminary findings further provide promising recommendations that address the identified needs from this study.
Advancing Systemic Equity in CWU Teacher Education through Community Voice
Des Moines
This qualitative study aimed to identify and understand the challenges and opportunities of that our current CWU teacher candidates and alumni of color have experienced navigating our teacher education programs at various locations. Participant data was gathered from focus groups to answer the following: 1. What were the challenges students of color faced within their teacher education program? 2. What resources and supports did the students find helpful to their success within the programs? 3. What are potential ideas that the teacher preparation program can implement to create better supports and experiences for our teacher candidates and alumni of color? Preliminary findings suggest that students of color faced multiple challenges navigating the “white space” of the teacher education programs, experienced the lack of authentic mentorship, and relied on both university-provided, institutional supports and informal, non-institutional supports to succeed within their respective programs. Our preliminary findings further provide promising recommendations that address the identified needs from this study.
https://digitalcommons.cwu.edu/source/2019/Oralpres/4