SUPPORTING STUDENTS OF COLOR IN TEACHER EDUCATION: RESULTS FROM AN URBAN TEACHER EDUCATION PROGRAM

This article describes an urban teacher education program on a predominantly White campus, in which 71% of the students in the program were students of color. This article details a qualitative study and highlights the structures of support most influential in the retention of students within the program. Findings suggest that a multifaceted approach to student support is most influential in retaining students of color. Influential support structures emerging from the data were: (1) cohort model; (2) focus on diversity; (3) high expectations; and (4) close interaction with faculty. The author makes the case that results can inform and be replicated in all teacher education and/or post-secondary education programs.