In response to a national agenda to increase diversity in the teaching workforce, this qualitative multiple case study critically examined the recruitment and admission of Black, Indigenous and People of Color (BIPOC) to teacher education programs (TEP) in three Minority Serving Institutions (MSI) in California. Specifically, this research explored the racialized discourses and factors that shape recruitment and admissions within TEPs and supports and barriers for BIPOC teachers. This study is grounded in Critical Race Theory, Critical Whiteness Studies with a Critical Discourse Analysis of recruitment and admissions policies on TEP websites and documents, four observations of TEP virtual information sessions, and twenty semi-structured interviews with TEP staff, faculty, and administrators. Participants included those who have served in an active role in TEP recruitment and admissions within the last five years. In interviews they described recruitment and admissions and highlighted methods to diversify the teaching workforce. Findings suggest that TEP recruitment and admissions can be highly racialized, and that TEPs within MSIs operate as racialized organizations in complex ways. Two programs adhered strictly to state licensing regulations admitting candidates based on the presumption that everyone has an equal opportunity, measuring them against norms and prioritizing those who possess the appropriate whiteness credentials. One program prioritized racial equity, aiming to creatively adhere to state licensing regulations while intentionally recruiting from local communities of Color to diversify their TEP student body and subsequently teaching. Admission at this TEP is based on the presumption that candidates bring rich, cultural experiences with them that benefits communities. Despite regulations and institutional constraints, this dissertation offers recommendations for how TEPs can exercise flexibility in recruiting and admitting BIPOC teachers. Prioritizing racial equity and justice in the recruitment and admission of BIPOC, critically reviewing racialized policies and practices, and involving stakeholders across K-12 and post-secondary contexts can potentially improve the recruitment and admission of BIPOC to TEPs thereby enhancing ethnoracial and linguistic diversity of teachers.
","abstract_html":"<p>In response to a national agenda to increase diversity in the teaching workforce, this qualitative multiple case study critically examined the recruitment and admission of Black, Indigenous and People of Color (BIPOC) to teacher education programs (TEP) in three Minority Serving Institutions (MSI) in California. Specifically, this research explored the racialized discourses and factors that shape recruitment and admissions within TEPs and supports and barriers for BIPOC teachers. This study is grounded in Critical Race Theory, Critical Whiteness Studies with a Critical Discourse Analysis of recruitment and admissions policies on TEP websites and documents, four observations of TEP virtual information sessions, and twenty semi-structured interviews with TEP staff, faculty, and administrators. Participants included those who have served in an active role in TEP recruitment and admissions within the last five years. In interviews they described recruitment and admissions and highlighted methods to diversify the teaching workforce. Findings suggest that TEP recruitment and admissions can be highly racialized, and that TEPs within MSIs operate as racialized organizations in complex ways. Two programs adhered strictly to state licensing regulations admitting candidates based on the presumption that everyone has an equal opportunity, measuring them against norms and prioritizing those who possess the appropriate whiteness credentials. One program prioritized racial equity, aiming to creatively adhere to state licensing regulations while intentionally recruiting from local communities of Color to diversify their TEP student body and subsequently teaching. Admission at this TEP is based on the presumption that candidates bring rich, cultural experiences with them that benefits communities. Despite regulations and institutional constraints, this dissertation offers recommendations for how TEPs can exercise flexibility in recruiting and admitting BIPOC teachers. Prioritizing racial equity and justice in the recruitment and admission of BIPOC, critically reviewing racialized policies and practices, and involving stakeholders across K-12 and post-secondary contexts can potentially improve the recruitment and admission of BIPOC to TEPs thereby enhancing ethnoracial and linguistic diversity of teachers.</p>","abstract_has_math":false,"creators":["Quader, Mayeen"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Frances Gipson","Bruce Matsui"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-01-01T08:00:00Z","date_published":"2023-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:22Z","subjects":["BIPOC teachers","Racism","Radicalized discourses","Teacher diversity","Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/556","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Frances Gipson","Bruce Matsui"]},{"key":"dc:creator","label":"Author","values":["Quader, Mayeen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-10-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["BIPOC teachers","Racism","Radicalized discourses","Teacher diversity","Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/556"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In response to a national agenda to increase diversity in the teaching workforce, this qualitative multiple case study critically examined the recruitment and admission of Black, Indigenous and People of Color (BIPOC) to teacher education programs (TEP) in three Minority Serving Institutions (MSI) in California. Specifically, this research explored the racialized discourses and factors that shape recruitment and admissions within TEPs and supports and barriers for BIPOC teachers. This study is grounded in Critical Race Theory, Critical Whiteness Studies with a Critical Discourse Analysis of recruitment and admissions policies on TEP websites and documents, four observations of TEP virtual information sessions, and twenty semi-structured interviews with TEP staff, faculty, and administrators. Participants included those who have served in an active role in TEP recruitment and admissions within the last five years. In interviews they described recruitment and admissions and highlighted methods to diversify the teaching workforce. Findings suggest that TEP recruitment and admissions can be highly racialized, and that TEPs within MSIs operate as racialized organizations in complex ways. Two programs adhered strictly to state licensing regulations admitting candidates based on the presumption that everyone has an equal opportunity, measuring them against norms and prioritizing those who possess the appropriate whiteness credentials. One program prioritized racial equity, aiming to creatively adhere to state licensing regulations while intentionally recruiting from local communities of Color to diversify their TEP student body and subsequently teaching. Admission at this TEP is based on the presumption that candidates bring rich, cultural experiences with them that benefits communities. Despite regulations and institutional constraints, this dissertation offers recommendations for how TEPs can exercise flexibility in recruiting and admitting BIPOC teachers. Prioritizing racial equity and justice in the recruitment and admission of BIPOC, critically reviewing racialized policies and practices, and involving stakeholders across K-12 and post-secondary contexts can potentially improve the recruitment and admission of BIPOC to TEPs thereby enhancing ethnoracial and linguistic diversity of teachers.
"]},{"key":"dc:title","label":"Title","values":["Teacher Education Program Recruitment and Admissions: A Multiple Case Study of Three Minority-Serving Institutions in California"]}]}],"canonical_facts":{"dc:contributor":["Frances Gipson","Bruce Matsui"],"dc:creator":["Quader, Mayeen"],"dc:date.available":["2023-10-23T07:00:00Z"],"dc:description.abstract":["In response to a national agenda to increase diversity in the teaching workforce, this qualitative multiple case study critically examined the recruitment and admission of Black, Indigenous and People of Color (BIPOC) to teacher education programs (TEP) in three Minority Serving Institutions (MSI) in California. Specifically, this research explored the racialized discourses and factors that shape recruitment and admissions within TEPs and supports and barriers for BIPOC teachers. This study is grounded in Critical Race Theory, Critical Whiteness Studies with a Critical Discourse Analysis of recruitment and admissions policies on TEP websites and documents, four observations of TEP virtual information sessions, and twenty semi-structured interviews with TEP staff, faculty, and administrators. Participants included those who have served in an active role in TEP recruitment and admissions within the last five years. In interviews they described recruitment and admissions and highlighted methods to diversify the teaching workforce. Findings suggest that TEP recruitment and admissions can be highly racialized, and that TEPs within MSIs operate as racialized organizations in complex ways. Two programs adhered strictly to state licensing regulations admitting candidates based on the presumption that everyone has an equal opportunity, measuring them against norms and prioritizing those who possess the appropriate whiteness credentials. One program prioritized racial equity, aiming to creatively adhere to state licensing regulations while intentionally recruiting from local communities of Color to diversify their TEP student body and subsequently teaching. Admission at this TEP is based on the presumption that candidates bring rich, cultural experiences with them that benefits communities. Despite regulations and institutional constraints, this dissertation offers recommendations for how TEPs can exercise flexibility in recruiting and admitting BIPOC teachers. Prioritizing racial equity and justice in the recruitment and admission of BIPOC, critically reviewing racialized policies and practices, and involving stakeholders across K-12 and post-secondary contexts can potentially improve the recruitment and admission of BIPOC to TEPs thereby enhancing ethnoracial and linguistic diversity of teachers.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/556"],"dc:subject":["BIPOC teachers","Racism","Radicalized discourses","Teacher diversity","Education","Teacher Education and Professional Development"],"dc:title":["Teacher Education Program Recruitment and Admissions: A Multiple Case Study of Three Minority-Serving Institutions in California"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:40:22Z"}