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Analysis centers on two focus groups, highlighting the added complexity underrepresented students face while completing graduate coursework and K–12 clinical internships simultaneously. Hospitality and belonging frameworks guide the interpretation and support program-wide reimagining. Results elevate participant voices and propose intentional, structured scaffolds beginning at admissions.",{"@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/reimagining-hospitality-and-sense-of-belonging-for-underrepresented-students-in-graduate-teacher-education/591212/",{"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/reimagining-hospitality-and-sense-of-belonging-for-underrepresented-students-in-graduate-teacher-education/591212.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about belonging in graduate teacher education?","Question",{"text":112,"@type":113},"The study examines how graduate teacher education students describe experiences that either enhance or interrupt a sense of belonging before and during the university preparation program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is the research described as complex for underrepresented students?",{"text":117,"@type":113},"The paper highlights how underrepresented students navigate graduate coursework and clinical internship in K–12 schools simultaneously, which creates added complexity in their experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach does the article suggest to improve belonging for underrepresented students?",{"text":121,"@type":113},"It argues that students need intentional, structured scaffolds starting in admissions and informed by deep partnerships with external community-based organizations that provide relevant cultural knowledge.","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},591212,1792144338,{"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":52,"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},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Reimagining Hospitality and Sense of Belonging for Underrepresented Students in Graduate Teacher Education  \nJill Heiney-Smith Seattle Pacific University  \nAbstract  \nThis article presents findings from a sequential mixed methods study that examines how graduate teacher education students describe the experiences that either enhance or interrupt a sense of belonging before and during the university preparation program. The paper focuses primarily on analysis from two focus groups and demonstrates particular complexity for underrepresented students as they navigate universitybased graduate coursework and clinical internship in K–12 schools simultaneously. Theoretical frameworks and research on hospitality and belonging are applied to interpret the results and reimagine the concept of hospitality on a program-wide level. Participant voices from each point of data collec  \ntion are elevated in the findings and are presented in depth. Findings suggest that underrepresented students need various intentional and structured scaffolds to survive sometimes inhospitable school environments. These scaffolds must begin with the admissions process and be informed by deep partnerships with external community-based organizations who often hold discrete and relevant cultural knowledge.  \nKeywords: graduate teacher education, hospitality, belonging, underrepresented, community-based organizations  \nAILACTE Journal 1  \nHeiney-Smith  \nReimagining Hospitality and Sense of Belonging for Underrepresented Students in Graduate Teacher Education  \nUniversity program leaders can engage the vast body of research showing how a sense of belonging promotes persistence for both undergraduate and graduate programs (e.g. Freeman et al., 2007; Gardner & Barker, 2015; Hurtado & Carter, 1997). O’Meara et al. (2017) studied graduate students’sense of belonging and academic self-concept, self-efficacy, intrinsic motivation, and persistence. They argued that a sense of belonging in graduate school differs from undergraduate study due to its focus on the discipline and profession over allegiance to the institution. In graduate teacher preparation programs, the popularity of so-called “fast-track” or accelerated programs suggests that this issue may be even more complex, as graduate teacher education students may only affiliate with their university program for twelve to fifteen months, including an immersive off-site internship in K–12 schools (American Association of Colleges for Teacher Education [AACTE], 2018).  \nAdmittedly, a sense of belonging is critical for participation in any organization and ranks only behind physiological and safety needs for most (Maslow, 1954; O’Meara et al., 2017). Certainly, teacher education programs (TEPs) strive to engender a sense of belonging for their students and to create supports for managing the dual roles of graduate student in the higher education institution and teacher candidate at the K–12 school. These supports traditionally include investment in professional development for mentor teachers and university supervisors, orientation activities, and professional learning communities to promote connections and relationships (Feiman-Nemser, 2012).  \nStudents from underrepresented groups have historical legacies to navigate and may benefit from further supports in order to claim a sense of belonging in university programs (O’Meara et al., 2017). In their guest editors’ introduction to a special journal issue on the state of teachers of color in education, Jackson & Kohli (2016) explore multiple studies linking the high attrition rates for novice teachers of color with poor  \n2 AILACTE Volume XIX 2022  \nReimagining Hospitality and Sense of Belonging  \npreparation in their mostly white teaching programs. Jackson & Kohli note that “Whiteness frames how pre-service teachers of Color are recognized and treated in their programs”(Jackson & Kohli, 2016, p. 3). Well-intended TEP leaders most likely create these supports and program f","cbCaitXe1zqDulTm","https://ap.wps.com/l/cbCaitXe1zqDulTm","pdf",252518,37,"English","# Abstract\n# Context and Focus of Study\n## Study design and setting\n## Participants and underrepresented definitions\n## Data collection and focus evolution","[{\"question\":\"What does the study investigate about belonging in graduate teacher education?\",\"answer\":\"The study examines how graduate teacher education students describe experiences that either enhance or interrupt a sense of belonging before and during the university preparation program.\"},{\"question\":\"Why is the research described as complex for underrepresented students?\",\"answer\":\"The paper highlights how underrepresented students navigate graduate coursework and clinical internship in K–12 schools simultaneously, which creates added complexity in their experiences.\"},{\"question\":\"What approach does the article suggest to improve belonging for underrepresented students?\",\"answer\":\"It argues that students need intentional, structured scaffolds starting in admissions and informed by deep partnerships with external community-based organizations that provide relevant cultural knowledge.\"}]","Reimagining Hospitality and Sense of Belonging for Underrepresented Students in Graduate Teacher Education | PDF",1792071346,93]