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Attention to Equity in Teacher Education Admissions Processes. Working Paper No. 287-0623

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Title: Attention to Equity in Teacher Education Admissions Processes. Working Paper No. 287-0623
Language: English
Authors: McDuffie, Amy Roth, Slavit, David, Goldhaber, Dan, Theobald, Roddy, Griggs, Nicole, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2023.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 47
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 1950030
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Admission Criteria, Preservice Teacher Education, College Admission, Elementary Secondary Education, Mathematics Teachers, Science Teachers, College Faculty, Inclusion, Social Justice, Race, Teacher Attitudes, Equal Education, Teacher Education Programs, Student Diversity
Abstract: 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, 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, implication, and dilemmas for teacher preparation programs and faculty are discussed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED629701
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29%22"><i>National Center for Analysis of Longitudinal Data in Education Research (CALDER)</i></searchLink>. 2023.
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: <searchLink fieldCode="DE" term="%22Admission+Criteria%22">Admission Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Admission%22">College Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink>
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  Data: 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, 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, implication, and dilemmas for teacher preparation programs and faculty are discussed.
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  Data: 2023
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  Data: ED629701
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 47
    Subjects:
      – SubjectFull: Admission Criteria
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: College Admission
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Student Diversity
        Type: general
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      – TitleFull: Attention to Equity in Teacher Education Admissions Processes. Working Paper No. 287-0623
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