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Findings identify three predominant factors shaping Black candidates’ decisions: the influence of K–16 teachers in inspiring future educators, motivation from a desire for social justice, and the effects of standardized exams alongside financial barriers that hinder program completion.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/black-teachers-matter-qualitative-study-of-factors-influencing-african-american-candidates-success-in-a-teacher-preparation-program/590567/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/black-teachers-matter-qualitative-study-of-factors-influencing-african-american-candidates-success-in-a-teacher-preparation-program/590567.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about African American candidates in teacher preparation programs?","Question",{"text":112,"@type":113},"It examines why African American students entered the teacher preparation program and why they left, focusing on the perspectives and experiences shaping persistence or discontinuation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors are found to influence Black candidates’ decisions to complete or leave the program?",{"text":117,"@type":113},"The study identifies three predominant factors: the role K–16 teachers play in inspiring African American candidates, motivation from social justice, and the combined impact of standardized exams and financial barriers.",{"name":119,"@type":110,"acceptedAnswer":120},"How do barriers start before college for many African American students?",{"text":121,"@type":113},"The text describes pervasive academic underachievement linked to racism and related practices such as high-stakes testing and tracking, which can prevent students from graduating high school or entering college and discourages them from considering teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590567,1792167478,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Black Teachers Matter: Qualitative Study ofFactors Influencing African American Candidates Success in a Teacher Preparation Program  \nElizabeth Dinkins, Ph .D .  \nKevin Thomas, Ph .D .  \nBellarmine University  \nAbstract  \nThis qualitative study examined the perspectives and experiences often African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates’ decision to complete or leave the program: the role K–16 teachers play in inspiring African American candidates to become educators, a desire for social justice that motivates African American undergraduate students to embrace or reject teaching as a career, and the role of standardized exams and financial barriers in preventing African Americans from completing education programs.  \nKeywords: African American preservice teachers, teacher preparation program, diversity  \nAILACTE Journal 23  \nDinkins and Thomas  \nThere is a lack of parity in our nation’s classrooms and teacher preparation programs for African Americans. While Black teachers account for 6.8% of classroom teachers (Goldring, Gray & Bitterman, 2013), Blacks represent 12% of the overall population and 16% ofK–12 students (National Center for Educational Statistics, 2015) . Furthermore, the percentage of male Black students is three times as high as the number of male Black teachers (Toldson, 2013). Unfortunately, this disparity seems likely to persist. According to the U.S. Department of Education (2013), only 9% of the students enrolled in teacher preparation programs in 2009-2010 identified as Black. Therefore, it comes as no shock that our school of education struggles to attract African American students, averaging 1–2 Black candidates in each cohort. However, the authors were shocked in the Spring 2015 when the first Black candidate since 2008 graduated from the program. For an institution with a mission of social justice and “educating talented and  \ndiverse students of many faiths, ages, nations, and cultures,” the lack of African Americans graduating from our program was a serious concern.  \nThe purpose of this study was to examine the reasons African American students entered our teacher preparation program (TPP) as well as why they left. Findings will inform teacher preparation programs (TPPs) about trends in African American candidates’enrollment and matriculation, which could have implications for policies and programming. Additionally, this study will contribute to the professional literature on recruiting and retaining African American candidates in TPPs.  \nFactors Influencing African American Candidates  \nToday, it is hard to fathom that in 1950 almost half of the African American professionals in the U. S. were teachers (Foster, 1989) . In the ensuing years, several factors have contributed to fewer African American students entering TPPs and the teaching profession.  \n24 AILACTE Volume XIII Fall 2016  \nBlack Teachers Matter  \nBarriers to Blacks Entering the Teacher Preparation Programs  \nScott and Rodriguez (2015) assert that the shortage of African American teachers starts in high schools with the “pervasive academic underachievement” of Black students due to “contemporary forms of racism and hegemonic ideologies” manifest in practices like “high stakes testing, academic tracking, disciplinary practicesand teacher perceptions of minority students”(p. 2). Thus, many African American students never graduate from high school or enter college. For students who do graduate and go to college, their negative high school experience often discourages them from considering teaching. African American high school students perceived schools to be oppressive institutions and that teachers devalued their experiences and voices. Students attribute these factors to the reason they encountered so few Black teachers (Graham & Erwin, 2011) .  \nThe lack of teac","cbCaivVvAsIEtkW3","https://ap.wps.com/l/cbCaivVvAsIEtkW3","pdf",328358,18,"English","# Abstract\n# There is a lack of parity in classrooms and teacher preparation programs\n## Teacher representation and enrollment barriers\n# Purpose of the study\n# Factors influencing African American candidates\n## Barriers to entering teacher preparation programs","[{\"question\":\"What does the study examine about African American candidates in teacher preparation programs?\",\"answer\":\"It examines why African American students entered the teacher preparation program and why they left, focusing on the perspectives and experiences shaping persistence or discontinuation.\"},{\"question\":\"Which factors are found to influence Black candidates’ decisions to complete or leave the program?\",\"answer\":\"The study identifies three predominant factors: the role K–16 teachers play in inspiring African American candidates, motivation from social justice, and the combined impact of standardized exams and financial barriers.\"},{\"question\":\"How do barriers start before college for many African American students?\",\"answer\":\"The text describes pervasive academic underachievement linked to racism and related practices such as high-stakes testing and tracking, which can prevent students from graduating high school or entering college and discourages them from considering teaching.\"}]","Black Teachers Matter - Qualitative Study of Factors Influencing African American Candidates Success in a Teacher Preparation Program | PDF",1792069895,45]