Background: Teacher education programs at Minority Serving Institutions – which include Historically Black Colleges and Universities, Native American and Tribal Colleges, Asian American and Pacific Islander Serving Institutions, and Hispanic Serving Institutions – are an under-researched resource.
Purpose: Our aim is to provide a foundation and set an agenda for future research on teacher education within the Minority Serving Institution context.
Research Design: The first part of this paper reviews the literature on the relationship between minority student achievement and teacher education, with an emphasis on the contribution and role of minority teacher candidates. The second part of this paper sets the agenda for future research on the role of Minority Serving Institutions’ teacher education programs, including what we already know and seek to learn about their unique and innovative approaches to recruitment, pedagogical approaches and course content, mentoring, academic support and remediation, and pre-service teaching experiences.
Conclusion: Some questions addressed include: In what specific ways are MSIs reframing teaching as a viable and accessible option for minority students? What are MSIs doing with regard to early recruitment of promising minority teacher candidates? What kinds of mentoring and support strategies are they offering, and to what do they attribute high rates of teacher retention in their programs?