There remains a significant achievement gap for students of color across the K-12 spectrum. One area that needs increased and immediate attention is how we recruit, prepare, and retain teachers of color. This book asks: Why do teachers of color choose teaching? What are their expectations for the students they will teach? How do their past experiences shape their vision of teachers as role models, mentors, and advocates for children of all races and cultures? The authors detail how Minority Serving Institutions (MSIs)-nearly 800 colleges and universities across the nation that educate nearly 45% of all students of color-are preparing culturally proficient teachers using new methods centered on integrating culturally relevant pedagogy, creating a culture of belonging through faculty engagement and cohort models, enriching student teaching and clinical practice through residencies and school-university partnerships, and working closely with families and communities. Addressing timely and critical issues of educational equity, For the Love of Teaching is a call to action for all colleges and university to improve their teacher education programs. Book Features: Provides case studies of MSIs that are intentionally preparing culturally proficient teachers who are skilled and experienced with diverse groups of students. Offers lessons and approaches from four minority-serving colleges with programs that attract and serve non-White teacher candidates. Includes a broad overview of innovative practices in all aspects of learning to teach, making it relevant to almost any teacher education course. Focuses on serving the needs and maintaining the commitment of candidates of color, while also developing their academic skills and subject-specific content knowledge.
Alice E. Ginsberg is a Senior Research Specialist in the Graduate School of Education at Rutgers University. Marybeth Gasman is the Samuel DeWitt Proctor Endowed Chair in Education and Distinguished Professor in the Department of Educational Psychology at Rutgers University. Andres Castro Samayoa is an assistant professor in the Department of Educational Leadership and Higher Education at Boston College.
Contents Preface: Love and Teaching ?ix Acknowledgments ?xi Introduction: What's Love Got to Do With It? ?1 1. ?Teacher Education and Diversity: Information vs. Transformation ?7 History of Diversity and Racial Equity in Teacher Education ?7 Access to Higher Education for Students of Color Interested in Teaching ?11 "The Overwhelming Presence of Whiteness" in Teacher Education Programs ?12 Lack of Program Coherence ?16 High Stakes Entry and Certification Exams ?18 Recruitment and Retention of Teachers of Color in Hard-to-Staff Schools ?19 2. ?"A Story to Tell": Who Are Minority Serving Institution Teacher Educators and Teacher Candidates? ?21 Tulia ?23 Jeanne ?25 Rafael ?26 Alba, Camila, and Elmira ?28 Cortez ?30 Dean ?32 Kim ?33 Seth ?35 3. ?Changing the Narrative: What Does Culturally Relevant Pedagogy Look Like in Action? ?38 What Is Culturally Relevant Pedagogy? ?40 Culturally Relevant Pedagogy and MSIs ?42 A Place of Hope and Healing: Culturally Relevant Pedagogy at Stone Child College ?44 Every Step Forward Sea Con Paso Firme: Stories and Images of Teaching in California's Central Valley ?49 "You Can't Sit Behind a Desk": Visibility and Black Role Models at Jackson State University ?53 Culturally Relevant Pedagogy as Community Analysis ?58 4. ?"Belonging": Faculty Support and Cohort Models in MSI Teacher Education Programs ?62 Like Family ?63 "Not Just a Number": Personalized and Holistic Faculty Care ?64 Peer Leadership and Support: MSI Cohort Models ?67 My Brother's Keeper: Cohorts and Call Me MISTER at Jackson State University ?69 "They Were Us": Cohorts and the Mini Corps Program at California State University, Fresno ?73 5. ?"Homegrown": Teacher Residencies and University-School Partnerships ?77 So, What's Wrong With Student Teaching? ?80 "We Were There from the Beginning": California State University, Fresno's Rural Residency Program ?84 "Their Time in the Classroom Is Just as Important as Mine": New Mexico State University's Blocks Program ?88 6. ?Where Wisdom Sits: Teacher Preparation and Community Engagement ?93 Home Visits ?94 Community Service ?96 Parental Education ?97 Field Trips ?98 Inquiry, Action Research, and Advocacy ?100 7. ?A Call to Action ?105 Diversify the Teaching Profession ?105 Integrate Culturally Relevant Pedagogy ?105 Expand Student Teaching and Clinical Practice ?106 Recruit Former K-12 Teachers to the Faculty ?107 Promote Cohort Models ?107 Provide Wraparound Candidate Support ?107 Foster Community Engagement ?108 Respect the Teaching Profession ?108 Communicate Messages of Success ?108 Consider the Importance of Love ?109 Final Thoughts ?111 Appendix A: The Study ?113 Notes ?117 References ?119 Index ?127 About the Authors ?131
