Framework for Recruiting Underrepresented and Racially-Minoritized STEM Teacher Candidates

Background Information

However, to begin this chapter, it is appropriate to formulate an understanding of the current state of Teacher Preparation Programs (TPPs) in general and in STEM TPPS if the intent is to increase the number of URM STEM teachers by recruiting URM STEM students. Through an extensive analysis of data from Title II reports submitted by federally funded TPPs, Partelow (2019) determined that, since 2010, enrollment in TPPs has declined by more than one-third across the nation. More specifically, Partelow’s (2019) analysis determined that enrollment in TPPs decreased:

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  nationally;

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  in almost every state when disaggregated;

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  for students of nearly every race and ethnicity by varying amounts nationally;

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  for students who identified as Black or African-American in practically every state when disaggregated;

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  for men in almost every state when disaggregated;

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  more for traditional TPPs than other preparation programs nationally; and

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  more for traditional TPPs than other preparation programs in virtually every state when disaggregated.

A traditional TPP offers teacher certification while obtaining a bachelor’s and/or master’s degree; they are the largest producers of teachers compared to other preparation programs, including the various types of alternative programs. The decrease noted in traditional TPP enrollment was steady in nature (Partelow, 2019).

Theoretical Framework

The framework described in the pages that follow is grounded in Lewin’s (1947) Change Management Model. The model involves three stages – Unfreeze, Change, Refreeze (Mind Tools, n.d.). During the “Unfreeze” stage, the organization determines the things that need to be changed and the reasons for the change. In contrast, the “Change” stage involves transitioning to solutions and doing things differently. Finally, the “Refreeze” stage encompasses institutionalizing the changes so that they are sustainable. By employing these steps, the desired change, i.e., increasing the number of URM STEM teachers, can be theoretically achieved and later empirically achieved.