Expressions of Authentic Voice: Urban High School Students’ Perceptions of Teaching as a Career Choice While Participating in a Pipeline Program for Aspiring Teachers of Color

2021 ◽  
pp. 001312452110438
Author(s):  
Miriam Marguerita Gomez Witmer ◽  
Jeffrey W. Wimer
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Development ◽  
Students Of Color ◽  
Self Determination Theory ◽  
Teachers Of Color ◽  
School Students ◽  
Pipeline Programs ◽  
Regional University ◽  
Authentic Voice

Students of color do not pursue teaching careers as often as their white counterparts. Project Teacher Development (PTD) is a partnership between a large urban school district and a public regional university to recruit and prepare students of color as future educators. The goal of PTD is to identify, mentor, and inspire high school students to pursue careers in education using Self-Determination Theory (SDT) as an interpretive framework. Results from this longitudinal qualitative study indicate increased awareness of teaching skills and expectations for college. Too often, programs in education expect future teachers of color to divorce themselves from their racial and ethnic identities. Participants in this study expressed authentic voice, which is essential to develop autonomy, relatedness, and competence—the foundational elements of SDT. While the challenges of recruiting and preparing teachers of color remain multifaceted, specialized pipeline programs that maximize success for marginalized students are essential.

scholarly journals Students Motivations For Voluntary Remedial Learning In High School

2013 ◽  
Vol 9 (4) ◽  
pp. 381-386
Author(s):  
Daniel Pelletier ◽  
Isabelle Green-Demers ◽  
Karine Lafleur
Keyword(s):  
High School ◽  
High School Students ◽  
Self Determination Theory ◽  
Voluntary Participation ◽  
School Students ◽  
Relational Support ◽  
Significant Relationships ◽  
Quantitative Results ◽  
The Subject ◽  
Multiple Choice Items

Most high schools offer remedial learning sessions to their students; however, very little is known about the perception of these activities, especially with regards to the students motivations. In order to gain insights into both topics, an exploratory study was conducted within a sample of 1388 high school students in the Province of Quebec (Canada). Participants were selected on the basis of their voluntary participation or non-participation in remedial learning sessions held at school. School motivation was measured with a questionnaire based on Deci and Ryans SDT (Self Determination Theory); perceptions were gathered and measured with open-ended and multiple choice items. Quantitative results indicated that participants of remedial learning sessions were more strongly motivated towards school. No significant relationships were found between attendance and grades, with similar proportions of high, average and below average participating and non-participating students; however, among participants, girls outnumbered boys by 2:1. Two main categories emerged from qualitative analyses: remedial learning can be seen as: a) an instrumental support linked to the subject matter; or b) a relational support which fosters better learning.

Understanding Urban High School Students of Color Motivation to Teach: Validating the FIT-Choice Scale

2015 ◽  
Vol 54 (7) ◽  
pp. 957-983 ◽  
Author(s):  
Nancy L. Leech ◽  
Carolyn A. Haug ◽  
Margarita Bianco
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Predominantly White ◽  
Students Of Color ◽  
White Female ◽  
Good Teacher ◽  
School Students ◽  
Factors Influencing ◽  
Confirmatory Factor

The Factors Influencing Teaching Choice (FIT-Choice) scale was completed by 86 high school students of color prior to beginning a class focusing on motivating students to become interested in teaching. Findings based on confirmatory factor analysis support the underlying FIT-Choice scale factor structure reported in previous studies. Students’ perceptions about teaching and motivations to teach were significantly lower compared with predominantly White female pre-service and in-service teachers for the majority of factors. The high school students of color were most drawn to teaching by their respect for the proficiency required of a good teacher.

Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

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