Preparing Teachers for Diversity: Examination of Teacher Certification and Program Accreditation Standards in the 50 States and Washington, DC

Akiba, Motoko; Cockrell, Karen Sunday; Simmons, Juanita Cleaver; Han, Seunghee; Agarwal, Geetika

doi:10.1080/10665684.2010.510048

Cited by 26 publications

(19 citation statements)

References 6 publications

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“…Policies such as state teacher certification and accreditation requirements are presented as impartial and neutral, applied to all individuals equally without regard to race or other demographic identities, and based on notions of teacher quality. Although all states speak to "diversity" in their accreditation standards, in most states, the diversity requirements are ambiguous (Akiba, Cockrell, Simmons, Han, & Agarwal, 2010). Color-blind conceptions of quality teaching, by failing to account for ways race matters in education, support the continued Whiteness of teacher education.…”

Section: Challenge To Claims Of Neutrality Color Blindness and Merimentioning

confidence: 99%

Critical Race Theory and the Whiteness of Teacher Education

2016

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This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The tenet of interest convergence asks how White interests are served through incremental steps. The tenet of color blindness prompts asking how structures that seem neutral, such as teacher testing, reinforce Whiteness and White interests. The tenet of experiential knowledge prompts asking whose voices are being heard. The article argues that much about teacher education can be changed, offering suggestions that derive from these tenets.

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Section: Challenge To Claims Of Neutrality Color Blindness and Merimentioning

confidence: 99%

Critical Race Theory and the Whiteness of Teacher Education

2016

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“…Since 1979, the National Council for the Accreditation of Teacher Education has included multiculturalism in the standards required for TEPs seeking accreditation. Nonetheless, Akiba, Cockrell, Simmons, Han, and Agarwal's () content analysis of state standards related to diversity and multiculturalism reveals that accreditation requirements and the phrasing of diversity‐related standards are ambiguous and lack specific requirements—leaving great room for interpretation and, perhaps, the impression that a brief introduction to multicultural education is sufficient. In essence, while some form of multicultural attention is mandated for accredited TEPs, future research is necessary to assess what they entail and how in‐depth, effective, and prevalent they are on a national level.…”

Section: Multicultural Educationmentioning

confidence: 99%

Addressing racial inequalities within schools: Exploring the potential of teacher education

Alvaré

2018

Sociology Compass

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A substantial body of literature demonstrates how within‐school patterns serve to maintain and perpetuate racial inequality in education. This occurs as well‐meaning teachers and administrators tend to hold lower academic expectations for students of color; engage in racially biased discipline patterns; employ alienating curricula; and fail to address racial issues in meaningful ways when they surface in classrooms. In this paper, I review literature on these and other inequitable patterns and subsequently summarize research exploring how these issues are confronted teacher training programs. While some pedagogical models show promise, many studies suggest that multicultural education and programs for pre‐service teachers fall short in promoting perspectives and practices to address inequity in schools. I apply tenets of critical race theory to scrutinize oppression within schools and the shortcomings of initiatives claimed to redress them, and moreover, to suggest how teacher education can be improved to encourage pedagogy for social justice ends.

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“…The gap between existing teaching methods for social class diversity and the use of these methods in schools also indicates failures in public policy. Currently, all states include diversity training in their educational standards, but the required diversity training for teachers varies, and many states have vague diversity requirements (Akiba, Cockrell, Simmons, Seunghee, & Agarwal, ). Policy on the district, state, and national levels should have specific requirements for teacher training in social class diversity.…”

Section: How Public Policy Can Do Bettermentioning

confidence: 99%

Disadvantage and Privilege in our Schools: How Teachers, Psychologists and Policymakers can do Better

Williams

Carter

2014

Anal Soc Iss & Public Policy

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By examining the ways in which teachers address social class in an economically integrated school, White, Mistry, & Chow () call attention to a critical gap in the educational system. Their analysis indicates that although teachers are comfortable discussing diversity in a number of areas, social class diversity is not covered with the same care as other domains. The current paper uses White at al. () as a starting point to discuss how teachers, psychologists, and policy‐makers can better educate students about both social class privilege and disadvantage.

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Preparing Teachers for Diversity: Examination of Teacher Certification and Program Accreditation Standards in the 50 States and Washington, DC

Cited by 26 publications

References 6 publications

Critical Race Theory and the Whiteness of Teacher Education

Critical Race Theory and the Whiteness of Teacher Education

Addressing racial inequalities within schools: Exploring the potential of teacher education

Disadvantage and Privilege in our Schools: How Teachers, Psychologists and Policymakers can do Better

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