College of Education

Background/Context Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students’ pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary education. Despite there being a greater knowledge of the barriers experienced by EBs in getting to college, less is known about the resources they bring and their agency, the way they actually mobilize the resources that they possess in negotiating their success to get to and complete college. Purpose/Research Question This study examines why and how some EB students can successfully navigate their environments in order to apply for, get into and complete a selective four-year college. It is guided by two overarching questions: (1) What forms o...

Linguistic minority students have been both under-researched and underserved in the context of research on minority students’ access to and retention in higher education. The labels ascribed to them have typically failed to capture the complexity of their identities. Additionally, much of the literature in higher education on minority students’ access and retention has focused on structural barriers rather than

Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing ...

Background Teacher education candidates are in different places in terms of developing their identities and relationships to equity and social justice. Various approaches have been taken within university-based teacher education programs to engage with candidates, wherever they are in this development. One such approach has been engaging or drawing on teachers’ own lenses, especially through challenging and understanding their racialized selves. Purpose This conceptual article examines how race-based caucuses (RBCs) in one teacher education program attempted to shift candidates’ understandings of their racialized selves as related to their teacher identities. Context RBCs were instituted in one elementary teacher education program to help White teacher candidates and candidates of Color construct critical teacher identities. Candidates were asked to participate in caucuses according to the ways they had been racialized within schools. Facilitators who demonstrated a willingness to s...