The Role of Minority Serving Institutions in Transforming Teacher Education and Diversifying the Teaching Profession: A Literature Review and Research Agenda

Abstract

Background Teacher education programs at Minority Serving Institutions – which include Historically Black Colleges and Universities, Native American and Tribal Colleges, Asian American and Pacific Islander Serving Institutions, and Hispanic Serving Institutions – are an under-researched resource. Purpose Our aim is to provide a foundation and set an agenda for future research on teacher education within the Minority Serving Institution context. Research Design The first part of this paper reviews the literature on the relationship between minority student achievement and teacher education, with an emphasis on the contribution and role of minority teacher candidates. The second part of this paper sets the agenda for future research on the role of Minority Serving Institutions’ teacher education programs, including what we already know and seek to learn about their unique and innovative approaches to recruitment, pedagogical approaches and course content, mentoring, academic support and remediation, and pre-service teaching experiences. Conclusion Some questions addressed include: In what specific ways are MSIs reframing teaching as a viable and accessible option for minority students? What are MSIs doing with regard to early recruitment of promising minority teacher candidates? What kinds of mentoring and support strategies are they offering, and to what do they attribute high rates of teacher retention in their programs?

The Layered Toll of Racism in Teacher Education on Teacher Educators of Color

“…Critical scholars and practitioners have invested deeply in disrupting this status quo through unpacking white privilege (Hossain, 2015; Ullucci, 2012) and exploring pedagogies of discomfort (Ohito, 2016; Shim, 2018), diversifying the teaching force (Ginsberg et al, 2017; Sleeter et al, 2014), and supporting teacher candidate expertise in culturally relevant, responsive, and sustaining teaching (Gay, 2010; Jackson & Boutte, 2018; Paris & Alim, 2017). While there is a broader literature on critical teacher educators’ efforts to shift teacher education (de los Ríos & Souto-Manning, 2015; Maloney et al, 2019), less attention has been paid specifically to critical teacher educators of Color, who are uniquely impacted by racism within programs and the field.…”

Diversification of educational services in the conditions of industry 4.0 on the basis of AI training

“…The principles of its work and perspectives of its application in the modern economic practice are studied in the following works: Bogoviz, (2019), Boyd and Holton, (2018), Mori, (2018), Popkova, (2017), Popkova, (2019), Popkova and Sergi, (2019), Sikdar, (2018), Sozinova, (2019), Sukhodolov et al (2018), Valter et al (2018) and Wei et al (2018). Various issues of diversification of educational services in the conditions of industry 4.0 are studied in publications (Burch and Miglani, 2018; Ginsberg et al , 2017; Ostrow et al , 2017; and Thomas and Nedeva, 2018).…”

“…Various issues of diversification of educational services in the conditions of industry 4.0 are studied in publications(Burch and Miglani, 2018;Ginsberg et al, 2017;Ostrow et al, 2017;and Thomas and Nedeva, 2018).However, insufficient attention is paid to AI training in the modern economic literature. Social consequences of digital modernization of the markets of higher education (for academic and teaching staff) are also poorly studied.…”

From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment

“…Beyond their obvious advantage in producing an outsized share of Black, Hispanic/Latino, and Asian college graduates (National Academies of Sciences, Engineering, and Medicine, 2019), researchers have documented how TEPs within MSIs implement practices that can improve the training and experiences of teacher candidates of color. Specifically, TEPs at these institutions often take more asset-based, inclusive, and culturally responsive approaches to curriculum, create partnerships (e.g., Grow Your Own programs) with local communities that are historically underserved by teacher preparation programs, and engage in retention strategies that are effective for first-generation and low-income college students (Ginsberg et al, 2017; Gist et al, 2021). Such practices may prove useful to increasing the representation of students of color in teacher education programs—including those in predominantly White institutions—though additional research is needed.…”