{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:ucin1353089265"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:ucin1353089265","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university","abstract":"The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number of reasons. First, the racial mismatch between the student body and teacher workforce in public schools perpetuates the achievement gap. Second, research shows that not only ethnically and linguistically diverse students, but also White students benefit from being taught by ethnically and linguistically diverse teachers. Third, ethnically and linguistically diverse teachers reduce the acute shortage of teachers that typically exist in high-minority urban schools. Many states have therefore developed policies to recruit more ethnically and linguistically diverse students into the teaching profession. This study examines whether a large, Midwestern, urban university prevents students from ethnically and linguistically diverse groups from completing a teacher licensure program and therefore from entering the work force. Chi-square tests of independence were conducted at each of the four gates, admission into a teacher licensure program, admission into a professional cohort, student teaching, and program completion/obtaining licensure. Results show that ethnically and linguistically diverse students are only disproportionally denied progression to student teaching. Additionally, the study explores whether certain variables are reliable predictors of performance in a teacher licensure program. A full model with all predictor variables was tested against a constant-only model for all four gates and found that GPA at the end of junior year reliably predicted whether or not a student was allowed start a student teaching position: χ2 (1, N=74) = 8.78, p=0.003. Race came close to being a reliable predictor for admission into a teacher licensure program and student teaching: χ2; (1, N=54) = 3.591, p=0.058 and χ2; (1, N=74) = 3.64, p=0.056.","abstract_html":"The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number of reasons. First, the racial mismatch between the student body and teacher workforce in public schools perpetuates the achievement gap. Second, research shows that not only ethnically and linguistically diverse students, but also White students benefit from being taught by ethnically and linguistically diverse teachers. Third, ethnically and linguistically diverse teachers reduce the acute shortage of teachers that typically exist in high-minority urban schools. Many states have therefore developed policies to recruit more ethnically and linguistically diverse students into the teaching profession. This study examines whether a large, Midwestern, urban university prevents students from ethnically and linguistically diverse groups from completing a teacher licensure program and therefore from entering the work force. Chi-square tests of independence were conducted at each of the four gates, admission into a teacher licensure program, admission into a professional cohort, student teaching, and program completion/obtaining licensure. Results show that ethnically and linguistically diverse students are only disproportionally denied progression to student teaching. Additionally, the study explores whether certain variables are reliable predictors of performance in a teacher licensure program. A full model with all predictor variables was tested against a constant-only model for all four gates and found that GPA at the end of junior year reliably predicted whether or not a student was allowed start a student teaching position: χ2 (1, N=74) = 8.78, p=0.003. Race came close to being a reliable predictor for admission into a teacher licensure program and student teaching: χ2; (1, N=54) = 3.591, p=0.058 and χ2; (1, N=74) = 3.64, p=0.056.","abstract_has_math":false,"creators":["van den Hoogenhof, Suzanne"],"institution":"University of Cincinnati","degree_name":"PhD","degree_level":"doctoral","degree_discipline":"Education, Criminal Justice, and Human Services: Educational Studies","degree_department":null,"school":null,"contributors":["Bauer, Anne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:36:23Z","subjects":["Teacher Education"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bauer, Anne"]},{"key":"dc:creator","label":"Author","values":["van den Hoogenhof, Suzanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Cincinnati / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Criminal Justice, and Human Services: Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Cincinnati"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number of reasons. First, the racial mismatch between the student body and teacher workforce in public schools perpetuates the achievement gap. Second, research shows that not only ethnically and linguistically diverse students, but also White students benefit from being taught by ethnically and linguistically diverse teachers. Third, ethnically and linguistically diverse teachers reduce the acute shortage of teachers that typically exist in high-minority urban schools. Many states have therefore developed policies to recruit more ethnically and linguistically diverse students into the teaching profession. This study examines whether a large, Midwestern, urban university prevents students from ethnically and linguistically diverse groups from completing a teacher licensure program and therefore from entering the work force. Chi-square tests of independence were conducted at each of the four gates, admission into a teacher licensure program, admission into a professional cohort, student teaching, and program completion/obtaining licensure. Results show that ethnically and linguistically diverse students are only disproportionally denied progression to student teaching. Additionally, the study explores whether certain variables are reliable predictors of performance in a teacher licensure program. A full model with all predictor variables was tested against a constant-only model for all four gates and found that GPA at the end of junior year reliably predicted whether or not a student was allowed start a student teaching position: χ2 (1, N=74) = 8.78, p=0.003. Race came close to being a reliable predictor for admission into a teacher licensure program and student teaching: χ2; (1, N=54) = 3.591, p=0.058 and χ2; (1, N=74) = 3.64, p=0.056."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.49","423.4 KB"]},{"key":"dc:title","label":"Title","values":["Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university"]}]}],"canonical_facts":{"dc:contributor":["Bauer, Anne"],"dc:creator":["van den Hoogenhof, Suzanne"],"dc:date":["2012"],"dc:description":["The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number of reasons. First, the racial mismatch between the student body and teacher workforce in public schools perpetuates the achievement gap. Second, research shows that not only ethnically and linguistically diverse students, but also White students benefit from being taught by ethnically and linguistically diverse teachers. Third, ethnically and linguistically diverse teachers reduce the acute shortage of teachers that typically exist in high-minority urban schools. Many states have therefore developed policies to recruit more ethnically and linguistically diverse students into the teaching profession. This study examines whether a large, Midwestern, urban university prevents students from ethnically and linguistically diverse groups from completing a teacher licensure program and therefore from entering the work force. Chi-square tests of independence were conducted at each of the four gates, admission into a teacher licensure program, admission into a professional cohort, student teaching, and program completion/obtaining licensure. Results show that ethnically and linguistically diverse students are only disproportionally denied progression to student teaching. Additionally, the study explores whether certain variables are reliable predictors of performance in a teacher licensure program. A full model with all predictor variables was tested against a constant-only model for all four gates and found that GPA at the end of junior year reliably predicted whether or not a student was allowed start a student teaching position: χ2 (1, N=74) = 8.78, p=0.003. Race came close to being a reliable predictor for admission into a teacher licensure program and student teaching: χ2; (1, N=54) = 3.591, p=0.058 and χ2; (1, N=74) = 3.64, p=0.056."],"dc:format":["application/pdf","p.49","423.4 KB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265"],"dc:language":["English"],"dc:publisher":["University of Cincinnati / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Teacher Education"],"dc:title":["Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Education, Criminal Justice, and Human Services: Educational Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["PhD"],"thesis:institution_name":["University of Cincinnati"]},"updated_at":"2026-07-24T03:36:23Z"}