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

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.

An Exploration of Black Student Experiences and Success With/in a College Preparatory Program

“…Upon researching various college access programs, Tierney et al (2009) suggest schools begin college preparation in the ninth grade, connect students with college educated mentors, and help students actually complete tasks to enroll into college. Furthermore, Waddell (2014) argues that students of color persist at higher rates in programs that hold diversity at the core of their work.…”