Classroom to classroom: how many do you see? the lack of african american teachers in K-12 public schools and how to address this issue through diverse curriculum development in teacher education programs
University of Tennessee at Chattanooga
Place of Publication
This study provides a descriptive study of DEI courses and admissions requirements among 4-year public universities and colleges. Using data and formation collected from Georgia State University, University of Georgia, Kennesaw State University, Fort Valley State University, the University of Tennessee at Knoxville, the University of Tennessee at Chattanooga, University of Memphis and Middle Tennessee State University, this thesis will examine the diversity, equity, and inclusion (DEI) courses offered at each individual university and propose a ClearPath and recommendations for further implementation of DEI curriculum and the retention and recruitment of preservice African American teachers. Previous research shows that the lack of African American teachers in K-12 public schools correlate with admissions criteria to TEPs, inequities, and poor curriculum in TEPs, and the inequities within the profession. The literature also shows the importance of African American teachers to the public education system. With the information collected in this study, there are recommendations for TEPs such as community partnerships, foundational education, and DEI courses, and workshops to assist with admissions.
B. S.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Science.
African American teachers; African American teachers--Training of; Teachers--Training of
Teacher Education and Professional Development
Starks, Deonna, "Classroom to classroom: how many do you see? the lack of african american teachers in K-12 public schools and how to address this issue through diverse curriculum development in teacher education programs" (2020). Honors Theses.