Abstract
This documentary account describes how a task force comprised of college of education faculty and university admissions staff from a medium sized comprehensive university engaged in a critical inquiry process to address the issue of recruiting and retaining underrepresented students in teacher education (i.e., men and culturally and linguistically diverse students). The group examined the issues and challenges associated with an education college‘s recruitment, application, selection and retention processes. The paper suggests how critical inquiry groups of higher education faculty and staff may support the transformation of policies, practices and relationships needed to increase the number of teacher candidates from non-dominant communities.
DOI
10.15760/nwjte.2012.9.2.5
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
http://archives.pdx.edu/ds/psu/25308
Recommended Citation
Chu, Marilyn; Carroll, David; Timmons Flores, Maria; and French, Kristin
(2012)
"Critical Inquiry and Collaborative Action: Transforming a College of Education to Recruit and Retain Underrepresented Populations to Teacher Education,"
Northwest Journal of Teacher Education: Vol. 9
:
Iss.
2
, Article 5.
DOI: https://doi.org/10.15760/nwjte.2012.9.2.5