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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.

Persistent Identifier

http://archives.pdx.edu/ds/psu/25308

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