ERIC Number: EJ1419411
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: EISSN-1552-7816
Attention to Equity in Teacher Education Admissions Processes
Journal of Teacher Education, v75 n3 p275-291 2024
This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 mathematics and science teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, and interviews), and how applicants' DEIJ-related information and orientations factor into admissions. We found that all MSTPPs participating in the study collected information related to DEIJ (e.g., applicants' ethnoracial backgrounds, citizenship), and all interviewed faculty expressed an interest in increasing the diversity of applicants and admitted students. Faculty expressed preferences for applicants who evidenced positive DEIJ orientations, such as recognizing social and ethnoracial injustices, but at the same time, differences were evident in how MSTPPs and faculty attended to DEIJ. Considerations, implications, and dilemmas for teacher preparation programs and faculty are discussed.
Descriptors: Equal Education, Admission Criteria, Admission (School), Access to Education, College Faculty, Teacher Education Programs, Elementary Secondary Education, Mathematics, Sciences, Inclusion, Social Justice, Student Diversity, College Applicants, Student Recruitment, Teacher Attitudes, Universities
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1950030