Last Updated on May 31, 2023
Increasingly advocates have raised concerns regarding the number of teachers of color throughout the United States. For example, while the majority of public schools educate students from ethnically and racially diverse populations more than 80% of teachers are White. The statistic is troubling because research suggests that some non-minority teachers have lower expectations for students of color. In addition, the school to prison pipeline punishes Black and Brown students who are unwitting victims of systemic barriers. Students are punished harshly for minor infractions including, “talking back to teachers” and arguing with classmates. In the past, teachers were taught to utilize behavior modification techniques designed to quell disagreements. Today those same behaviors could lead to a student being suspended or expelled. For this reason, recruiting, training and supporting the needs of teacher education students at Minority Serving Institutions (MSIs) is vital. Recently an event sponsored by Penn Center for MSIs titled, “National Convening on Success in Teacher Education at Minority Serving Institutions” highlighted the important role these post-secondary institutions play in strengthening the minority preservice teacher to practitioner pipeline.
Successful MSI Teacher Education Programs
The three day event brought together faculty, scholars and students from institutions including California State University (Fresno), Jackson State University, New Mexico State University and Stone Child College. Collectively, they outlined programs that encourage minority students to teach in underserved communities. For example, Fresno State’s Mini-Corp program, Jackson State’s CALL ME MiSTER program, New Mexico State’s MOVEMOS (Moving Elementary Methods on Site) PLUS program and Stone Child College’s focus on culturally relevant pedagogy are preparing teacher candidates to educate students with similar lived experiences. Each session provided attendees with important information on the challenges and successes that make each program unique.
For instance, Fresno State’s Mini-Corps program is evidence based and prepares teachers to work in bilingual communities throughout California. Similarly, Jackson State’s CALL ME MiSTER program seeks to prepare African-American males to teach in Mississippi. Both programs are designed to meet an immediate need in each state. Post-secondary institutions including Stone Child College located in Montana prepare Native American teachers to maintain cultural traditions and build strong relationships within the community. Institutions including New Mexico State developed a practicum program called Blocks that incorporates content knowledge and field experiences for preservice teachers. Each informative session focused on the strengths of MSI teacher education programs. Recognizing the role MSIs play in teacher education is important. Recently MSIs have come under attack from pundits who suggest that they don’t offer the same rigor as Predominantly White Institutions (PWIs). Presenters including current and former students provided a counter narrative that highlighted MSIs success preparing future teachers.
Examining Complex Questions
The convening providing opportunities for post-secondary institutions, foundations and various non-profit organizations to come together to discuss the importance of teacher diversity. Moreover, the organizers encouraged participants to develop partnerships and resources to strengthen university programs. Historically ethnically and racially underserved communities gain political and social capital when they work together to solve challenging issues including limited federal funding.
Dr. Larry J. Walker is an educational consultant focused on supporting historically Black colleges and universities (HBCUs). His research examines the impact environmental factors have on the academic performance and social emotional functioning of students from HBCUs. Dr. Walker’s work has been published in Diverse Issues in Higher Education and University of Pennsylvania’s, Center for Minority Serving Institutions (MSIs). He is the co-editor of a book on graduate education at HBCUs. A former Congressional Fellow with the Congressional Black Caucus Foundation (CBCF) and Legislative Director for former Congressman Major R. Owens (11th CD) Dr. Walker has several years of experience examining policy issues. During Dr. Walker’s tenure on Capitol Hill he worked on the No Child Left Behind Act, amendments to the Higher Education Act (HEA), fought for increased funding for HBCUs and worked closely with stakeholders. Dr. Walker earned his Ed.D. from Morgan State University.
