Supporting First-Generation College Students to Become Teachers in High-Needs Schools

Autor/inn/en	Marrero, Meghan E.; Brandon, Latanya T.; Gunning, Amanda M.; Riccio, Jessica F.
Titel	Supporting First-Generation College Students to Become Teachers in High-Needs Schools
Quelle	In: Teacher Educator, 58 (2023) 2, S.130-152 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marrero, Meghan E.) ORCID (Gunning, Amanda M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2022.2107128
Schlagwörter	First Generation College Students; Disadvantaged Schools; Preservice Teachers; Academic Persistence; Preservice Teacher Education; Social Capital; Student Attitudes; Affordances; Beginning Teachers; Family Work Relationship + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Sozialkapital; Schülerverhalten; Junior teacher; Junglehrer
Abstract	Extensive research exists on students who are the first in their families to pursue post-secondary education, i.e. first-generation college students. But what about first-generation students who pursue careers in education? This study highlights the experiences of first-generation college students, then graduate students, turned teachers and may shed light on how teacher preparation programs could improve persistence among first-generation college and graduate students and support this population as they embark on careers in K-12 settings. First-generation college students who become teachers frequently share demographic characteristics with students in high-need schools, i.e., many are of low socioeconomic status and/or are people of color. Thus, these teachers may help to fill a critical need as they may be more likely to persist as teachers in high-need schools, which are typically hardest to staff and have high turnover. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01