Attracting minorities into teacher education: a model program that works

Black Issues in Higher Education, Feb 20, 1997 by Freddie Banks, Jr., Mahmood Butt, Judith Lyles

In 1993, it became apparent to the African American

professors at a small midwestern university that several

minority students needed special attention and

encouragement to succeed in teacher education curricula as

well as adjust to living and working in a campus setting.

Many of the students were the first generation of their

family to attend a university and in many instances they

were unfamiliar with written guidelines and policies. They

needed a support system that would help them to find

university resources, such as graduate study funding,

research support, tutoring social systems and networks for

placements in future teaching positions.

To determine the scope of the problem, fifty state

universities were surveyed, and 60 percent of the

respondents revealed a need for additional academic, social

and economic support systems. In another survey,

administered nationally to 100 selected universities, an

overwhelming majority showed that there were no services

specifically available to minorities in the college of education.

Based on these findings, it was concluded that a Minority

Teacher Education Association (MTEA) was needed.

Established in 1994, MTEA became the impetus for the

Minority Teacher Identification and Enrichment Program

(MTIEP) grant which was funded in the fall of 1995 and

1996 under the Illinois Board of Higher Education, Higher

Education Cooperative Act (HECA).

Recruitment Model

The Minority Teacher identification and Enrichment

Program (MTIEP) has successfully served as a catalyst in

the development of a state-wide program to increase the pool

of minority teachers in the State of Illinois. This program

created a network of Minority Teacher Education

Associations which identified potential teachers at the

community college, high school and junior high school levels

and provided them with pertinent information, educational

activities and academic support.

The program was organized in two phases. Phase one

was designed to be a mentor intensive program and included

the expertise of professionals such as superintendents,

principals, and teachers to recruit minority students into the

local MTEA chapters.

The mentors assisted in providing educational programs

and activities designed to sharpen reading comprehension,

mathematical, and computing skills. They also shared their

knowledge of the teaching profession, its requirements

and its opportunities.

Each chapter of the MTEA, which

consisted of a local coalition of students,

educators, and community leaders--functioned as an

educational support group.

Educational training

occurred during

regularly scheduled

MTEA meetings

with the local

cooperating feeder

school districts.

Faculty advisors,

sponsors and other

educational experts

offered diagnostic

assessment of student

members' basic skills,

and supplemental

instruction aimed at

helping minority

students overcome their

difficulties in

historically-identified

"threshold courses".

Additionally they

shared information on

financial resources

available to stud, etc.

MTEA members

served as tutors,

student teachers,

mentors and role

models in primary,

middle and secondary

schools.

Phase two occurred at the university campus through a

summer school program. Students participated in on-campus

summer programs designed to capitalize on the ability of the

mentoring process to enhance the retention, recruitment and

preparation of minority teachers. During the summer

program, students attended classes to enhance their basic

academic achievement, study skills, and social and cultural

awareness. In the pursuit of the teaching degree, mentor

students participated in pertinent panel discussions, assisted

university instructors in the classroom and counseled teen

campers. They interacted with teacher education majors.

University MTEA members and sponsors, including

practicing teachers advisors and counselors utilized their

expertise and skills to assist in the implementation of the

summer program.

Additional seminars and workshops on motivation and

attitudes included "How to Survive in a Racist Society,"

"Empowerment," Developing Leadership Skills and

Abilities," "How to Manage Angers "Communication Skills,"

and "How and Why to Teach." Each evening, students met

with counselors in a group session for activities and

self-esteem enhancement.

Since the inception of the MTIEP, ten students have

graduated from the teacher education program and are

currently teaching in the public schools or pursuing higher

education degrees. Overall, the program has worked to

increase the pool of minority teachers.