Date of Award

Spring 1994

Document Type

Dissertation - Restricted

Degree Name

Doctor of Philosophy (PhD)



First Advisor

Kurimay, Michael

Second Advisor

Augenstein, John

Third Advisor

Martin, Thomas


As the percentage of racial minorities entering U.S. elementary and secondary schools is steadily increasing, the percentage of racial minorities entering the teaching force is decreasing. Statistics indicate that minority youth do less well academically, have more health problems, and are more likely as adults to live in poverty than their majority counterparts. Some authors have posited that minority youth have a better chance for success if they have role-models from their own heritage. It has also been posited that non-minority youth can benefit by learning from minority teachers. It is hoped that a detailed study of minorities enrolled in a teacher preparatory program will help to identify sources of support and barriers that these students find to teacher certification. Likewise, identification of cultural and linguistic bias in college standardized tests is important. To these ends, perhaps teacher certification programs can be more supportive and break down barriers for minority preservice teachers. Then, more minority teachers can enter the teaching force, and eventually more equity in education and society will result.



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