Diversifying the Teaching Force: What We Have Learned From a Three-Year Partnership


  • Jennifer Carlson Hamline University
  • Jean Strait Executive Director, Foundation for the Advancement of Culture and Community-FACE


partnerships, diversity, preservice teachers, teacher workforce, hope


This article features the creation of processes for developing a sustainable and viable recruitment and retention effort to diversify the teacher workforce between a school district and institution of higher education. The three-year journey of program development has resulted in numerous successes and powerful opportunities for aspiring educators and authentic learning for the partners. Data was collected from students-of-color focus groups and a network of Black male education professionals and informed an aspiring student group to consider teaching and education as a career choice. Researchers used the Community of Cultural Wealth framework as a guide to develop the program and categorize data. Team members reported data and used the findings for continued revisions and expansion of the program.


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Author Biography

Jennifer Carlson, Hamline University

Associate Professor of Education



How to Cite

Carlson, J., & Strait, J. (2019). Diversifying the Teaching Force: What We Have Learned From a Three-Year Partnership. International Journal of Research on Service-Learning in Teacher Education, 6, 1-12. Retrieved from https://ijrslte.journal.library.uta.edu/index.php/IJRSLTE/article/view/73