scholarly journals Expanding Our Reach: Cross-Institutional Collaborations and Teacher Preparation in Hispanic Serving Institutions

2020 ◽  
Vol 3 (1) ◽  
pp. 120-135
Author(s):  
Ana K Soltero Lopez ◽  
Patricia D. Lopez
Keyword(s):  
Community Colleges ◽  
Teacher Preparation ◽  
Sense Of Self ◽  
Teaching Profession ◽  
Hispanic Serving Institutions ◽  
State Institutions ◽  
12Th Grade ◽  
The Status ◽  
Hispanic Serving ◽  
K 12

This paper addresses the role of cross-institutional collaborations among Hispanic Serving Institutions (HSI). Specifically, we focus on the Enseñamos en el Valle Central Initiative—a five-year, Title V, Developing Hispanic Serving Institutions (DHSI) grant for recruiting and preparing bilingual, Latinx teachers with a strong sense of self and service to their communities. While California four-year state institutions have historically been at the helm of preparing bilingual Kindergarten through 12th grade (K-12) teachers, this has not been the case for community colleges, which continue to be the first entry point into higher education for many Latinx communities. We discuss how the process of a two-week summer institute among two- and four-year faculty at two community colleges and one university expands conventional notions of teacher preparation, and how these non-normative approaches can lend to stronger pathways into the profession. Moreover, we share how our faculty development approaches disrupt the status quo in teacher preparation and how non-tenured Faculty of Color navigate the politics of disruption and how these race-gendered experiences hold relevance for how we understand teacher preparation and expanding access to underrepresented Teachers of Color into the teaching profession.

scholarly journals Seeking to Serve or $erve? Hispanic-Serving Institutions’ Race-Evasive Pursuit of Racialized Funding

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110570
Author(s):  
Stephanie Aguilar-Smith
Keyword(s):  
Community Colleges ◽  
Qualitative Study ◽  
Research Question ◽  
Title V ◽  
Federal Funds ◽  
Public And Private ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving ◽  
Institutional Actors

This critical qualitative study explores Hispanic-serving institutions’ (HSIs) pursuit of racialized federal funds and theorizes the connection between grant seeking and servingness at HSIs. Specifically, the study’s guiding research question was: Why do HSIs pursue racialized Title V funding? Based on interviews with 23 institutional actors at 12 HSIs, including public Hispanic-serving community colleges and both public and private 4-year institutions, the findings suggest that HSIs vie for Title V grants for assorted and, at times, conflicting reasons. Specifically, they seek this racialized funding to (a) pool money, (b) address broad-based institutional needs, (c) signal legitimacy, and (d) support all students. Importantly, some of the reasons have little to do with immediately serving students generally or Latinx students more specifically. Thus, I argue that in their race-evasive pursuit of Title V funds, many HSIs capitalize on their Latinx students, rendering serving into $erving and ghosting the “H” and “S” in HSIs.

Proactive Support for Pre-Service Candidates Going Into the K-12 Teaching Profession

2020 ◽  
pp. 316-335
Author(s):  
Penelope Debs Keough ◽  
Unoma B. Comer
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teaching Profession ◽  
Student Population ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
K 12 ◽  
Proactive Support

An overarching issue of preparing teachers for the K-12 teaching professions rests with a lack of specific, well planned, and effective support for preservice teachers going into the profession. The main focus of this chapter will be to focus on what can be done to strengthen teacher preparation programs for preservice teachers, especially in California, where student population is burgeoning.

Institutional Agents at a Hispanic Serving Institution: Using Social Capital to Empower Students

2015 ◽  
Vol 53 (3) ◽  
pp. 355-381 ◽  
Author(s):  
Gina A. Garcia ◽  
Jenesis J. Ramirez
Keyword(s):  
Social Capital ◽  
Status Quo ◽  
Postsecondary Institutions ◽  
Institutional Agents ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving Institution ◽  
The Status ◽  
Using Data ◽  
Hispanic Serving

As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better “serve” their students. Guided by Stanton-Salazar’s social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master’s granting HSI, we highlight how four institutional leaders serve as empowerment agents for students, seeking ways to challenge the status quo while developing the structures and policies necessary for serving minoritized students.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

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