Abstract
College students often lack the social capital to negotiate some of the unwritten rules of academia. To increase their chances of being successful, college students from low-SES backgrounds, persons of color, and males considering early childhood education or elementary teaching careers need support groups to help them be successful. Schroth and Helfer maintain that faculty must consciously recruit those whom they believe might be successful teachers. Outstanding candidates facilitate recruiting, and mentor younger colleagues. Services must be framed as recognition, not remediation, and diverse teacher candidates need payment for internships and other opportunities. Retaining candidates requires services and supports tailored to individual needs. Summer experiences are crucial, and seminars providing additional practice with selected teaching strategies (enrichment, curriculum compacting, acceleration, differentiation, and lesson planning) are useful.
Colleges have their indispensable office—to teach elements. But they can only serve us when they aim not to drill but to create; when they gather from far every ray of various genius to their hospitable halls, and, by the concentrated fires, set the hearts of their youth on flame—Ralph Waldo Emerson, 1837
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Notes
- 1.
Noddings, N. (2015). A richer, brighter vision for American high schools. New York: Cambridge University Press.
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Fullilove, R. E., & Treisman. P. U. (1990). Mathematics achievement among African American undergraduates at the University of California, Berkeley: an evaluation of the mathematics workshop program. The Journal of Negro Education, 59(3), 463. doi:10.2307/2295577
- 3.
The first author has taken the basic skills tests offered by both California and Illinois—both of these assessments had items where the required answer was not offered.
- 4.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, VA: ASCD.
- 5.
See, for example, Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148; Goddard, R. D., Hoy, W. K., Woolfolk-Hoy, A. (2000). Collective teacher efficacy : Its measure, meaning, and impact on student learning. American Educational Research Journal, 37(2), 479–508.
- 6.
Goddard, R. D., Hoy, W. K., Woolfolk-Hoy, A. (2000). Collective teacher efficacy : Its measure, meaning, and impact on student learning. American Educational Research Journal, 37(2), 479–508
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Schroth, S.T., Helfer, J.A. (2018). REACH Program. In: Developing Teacher Diversity in Early Childhood and Elementary Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-59180-7_4
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DOI: https://doi.org/10.1057/978-1-137-59180-7_4
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