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Developing and Sustaining an Equity-Driven Teacher Residency Model in an Anti-DEI Policy Climate

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Title: Developing and Sustaining an Equity-Driven Teacher Residency Model in an Anti-DEI Policy Climate
Language: English
Authors: Catherine Lammert (ORCID 0000-0001-7356-0816), Fanni L. Coward
Source: School-University Partnerships. 2026 19(1):10-26.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Equal Education, Sustainability, Teacher Education Programs, Politics of Education, Diversity Equity and Inclusion, Internship Programs, Teacher Interns, Educational Practices, Evidence Based Practice, Higher Education, Program Design, Critical Incidents Method
DOI: 10.1108/SUP-05-2025-0030
ISSN: 1935-7125
2833-2075
Abstract: Purpose: Residencies, defined as year-long internship experiences for prospective teachers with embedded coaching and mentoring opportunities, hold promise as pathways that can reduce longstanding racial and cultural inequities in K-12 education systems. Design/methodology/approach: While case studies of successful residency programs exist, the literature is missing narratives of university leadership and faculty designing the institutional changes required for creating and sustaining these community-engaged partnerships. This narrative inquiry study, which relied on a theoretical framework of boundary spanning, involved two faculty members exploring the history of one residency program in which they both work. Findings: Findings indicate that this residency program was shaped by directly challenging the pretense of faculty who claim to hold commitments to equity but do not enact community-engaged work that could lead to more equitable outcomes for students. Moreover, findings show that ongoing intensity of interest in teacher preparation on the part of leadership, clarity of focus, and celebration of evidence-based progress were key facets of support. Originality/value: Reflection on these narratives reveals how higher education norms can be reconfigured to support residency programs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508085
Database: ERIC
FullText Text:
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  Data: Developing and Sustaining an Equity-Driven Teacher Residency Model in an Anti-DEI Policy Climate
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  Data: <searchLink fieldCode="AR" term="%22Catherine+Lammert%22">Catherine Lammert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7356-0816">0000-0001-7356-0816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fanni+L%2E+Coward%22">Fanni L. Coward</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School-University+Partnerships%22"><i>School-University Partnerships</i></searchLink>. 2026 19(1):10-26.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Purpose: Residencies, defined as year-long internship experiences for prospective teachers with embedded coaching and mentoring opportunities, hold promise as pathways that can reduce longstanding racial and cultural inequities in K-12 education systems. Design/methodology/approach: While case studies of successful residency programs exist, the literature is missing narratives of university leadership and faculty designing the institutional changes required for creating and sustaining these community-engaged partnerships. This narrative inquiry study, which relied on a theoretical framework of boundary spanning, involved two faculty members exploring the history of one residency program in which they both work. Findings: Findings indicate that this residency program was shaped by directly challenging the pretense of faculty who claim to hold commitments to equity but do not enact community-engaged work that could lead to more equitable outcomes for students. Moreover, findings show that ongoing intensity of interest in teacher preparation on the part of leadership, clarity of focus, and celebration of evidence-based progress were key facets of support. Originality/value: Reflection on these narratives reveals how higher education norms can be reconfigured to support residency programs.
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