Supporting Students of Color in Teacher Education: Results from an Urban Teacher Education Program

Autor/in	Waddell, Jennifer
Titel	Supporting Students of Color in Teacher Education: Results from an Urban Teacher Education Program
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 16 (2014) 2, S.261-275 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.2190/CS.16.2.f
Schlagwörter	Teacher Education Programs; Minority Group Students; Whites; Urban Schools; Qualitative Research; Academic Persistence; School Holding Power; Student Diversity; Culturally Relevant Education; Teacher Expectations of Students; Teacher Student Relationship; Racial Differences; African American Students; White Students; Hispanic American Students; Grade Point Average; Self Efficacy; Resilience (Psychology); Interviews; Student Journals; Grouping (Instructional Purposes); College Faculty + Suchen Sie Ihr Suchwort? White; Weißer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Studentenzeitung; Grouping; Gruppenbildung; Fakultät
Abstract	This article describes an urban teacher education program on a predominantly White campus, in which 71% of the students in the program were students of color. This article details a qualitative study and highlights the structures of support most influential in the retention of students within the program. Findings suggest that a multifaceted approach to student support is most influential in retaining students of color. Influential support structures emerging from the data were: (1) cohort model; (2) focus on diversity; (3) high expectations; and (4) close interaction with faculty. The author makes the case that results can inform and be replicated in all teacher education and/or post-secondary education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01