CALL FOR SUBMISSIONS
Equity & Excellence in Education Special Theme Issue
Critical Issues in the Preparation, Support and Retention of Teachers of Color:
Preservice through Induction Years
Guest Editors: Tambra O. Jackson, University of South Carolina & Rita Kohli, San José State University
Although students of Color are steadily increasing in public schools, teachers of Color continue to be drastically underrepresented. Since White teachers make up the majority of the teaching population, much of the scholarship on improving the academic achievement of students of Color has focused on how to prepare and assist White teachers towards this goal, even within the field of multicultural and social justice teacher education. Limited research on the experiences of teacher candidates of Color has shown that the voices and experiences of these students are often ignored within teacher education, and they are often under-supported in the field, and even “pushed out” of the teaching force. Given this “overwhelming presence of Whiteness” in the literature, more attention to the experiences of preservice and novice teachers of Color is needed for better understandings of how to recruit, prepare, retain and support a diverse teaching force.
This special issue is intended to present new research on the complex experiences of teachers of Color in the twenty-first century, particularly in the preparation and induction years (defined as the first five years of teaching). There is a continued need for deeper understandings of the unique experiences of this group during the early phases of the professional continuum. We welcome manuscripts that examine promising practices, gaps in the research and future directions that address specific racial/ethnic groups of teachers of Color as well as heterogeneous groups of teachers of Color.
Possible topics may include:
Critical analysis that centers the experiences of teachers of Color in an effort to undo systems of oppression and rectify inequality in identifiable ways (i.e. feminist, critical race theory)
Links between the historical discrimination of teachers of Color post integration and the ongoing system of hierarchy and prejudice in the teacher certification and hiring processes
Possible social, political, and economic implications of culturally relevant/responsive teacher education for preservice teachers of Color
The relationship between teachers of Color and students of Color and/or the impact of teachers of Color on the academic experiences of students of Color
The nature of mentoring (formal and informal) for preservice and novice teachers of Color
Marginalization or invisibility of teachers of Color in teacher preparation curriculum
Preservice and novice teachers’ of Color experiences in predominantly White institutions and historically minority serving institutions
Preservice and novice teachers’ of Color experiences in university-based teacher education programs and alternative route programs (e.g. Teach for America, Troops to Teachers)
Support networks for teachers of Color
Challenges novice teachers of Color face in the classroom.
Diverse conceptual, methodological, and empirical work is encouraged.
SUBMISSION GUIDELINES:
Follow Instructions for Authors on the journal’s website (http://www.eee-journal.com). Please submit your manuscript online at http://mc.manuscriptcentral.
Rita Kohli, Ph.D.
Assistant Professor
Department of Elementary Education
Connie L. Lurie College of Education
San José State University
Co-Director, Institute for Teachers of Color Committed to Racial Justice
Co-Chair, Critical Educators for Social Justice Special Interest Group
American Educational Research Association
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