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Enhancing Ethnic Diversity at a Big Ten University Through Project TEAM: A Case Study in Teacher Education

Indiana University, Bloomington, School of Education, 201 North Rose Avenue, Bloomington, IN 47405-1006; bennettc{at}indiana.eduShe teaches courses in social studies and multicultural education and directs Project TEAM: a program to recruit minority students into teaching positions. Her research interests include multicultural teacher education, racial issues in higher education, teacher perspectives, and pedagogy

Project Transformative Educational Achievement Model (TEAM) is an instructional initiative designed to increase the number of students from underrepresented minorities at Indiana University who enter a teacher education program (P–12), complete their baccalaureate degree, and obtain teaching licensure in Indiana. A conceptual framework based on theories of campus climate and integrated pluralism, ethnic identity development, and teaching for social justice guides program development and inquiry. Longitudinal research since 1996 has identified four main themes that help explain the Project TEAM experience (a) creating community among students of color to mediate an alienating campus climate at a predominantly White university, (b) strengthening ethnic identity and an understanding of and ability to deal with racism, (c) working for social justice through multi-cultural education, and (d) professional development and commitment to teaching as a profession. This article provides an overview of program development, research methodology, and findings associated with the four themes as well as program success in recruiting, supporting, and graduating students of color.

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