[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596769-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596769-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","where-are-we-now-changing-admission-rates-for-underrepresented-groups-in-ontario-teacher-education","Where Are We Now? - Changing Admission Rates for Underrepresented Groups in Ontario Teacher Education","","Equitable representation remains a persistent challenge in Canadian teacher education. Despite commitments to equity and diversity, underrepresented groups—including first-generation students, students with disabilities, and students of Aboriginal descent and other racialized minorities—often remain underrepresented in Ontario colleges and universities. This study analyzes changes in application and acceptance rates for self-identifying underrepresented groups within Ontario’s new four-semester teacher education programs. The findings support stakeholders in improving equity and access.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/where-are-we-now-changing-admission-rates-for-underrepresented-groups-in-ontario-teacher-education/596769/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/where-are-we-now-changing-admission-rates-for-underrepresented-groups-in-ontario-teacher-education/596769.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address in Ontario teacher education?","Question",{"text":63,"@type":64},"The study addresses the gap between stated equity and diversity values and actual representation rates for underrepresented groups in Ontario’s teacher education programs.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which groups are considered underrepresented in the research?",{"text":68,"@type":64},"The research focuses on self-identifying underrepresented groups, including first-generation students, students with disabilities, students of Aboriginal descent, and other racialized minorities.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the study evaluate changes in representation?",{"text":72,"@type":64},"It examines changes in application and acceptance rates in Ontario’s new four-semester teacher education programs, using available admissions data as the basis for descriptive statistics.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596769,1792164946,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Where Are We Now?  \nChanging Admission Rates for Underrepresented Groups in Ontario Teacher Education  \nMichael Holden & Julian Kitchen Brock University  \nAbstract  \nEquitable representation is an ongoing challenge for Canadian teacher education. While university educators recognize that a diverse teaching force supports both student outcomes and teacher retention, various groups – including first-generation students, students with disabilities, students of Aboriginal descent, and other racialized minorities – are underrepresented in Ontario’s colleges and universities. Further, while many Canadian teacher education programs identify equity and diversity as key values, these values do not always result in rates of representation that reflect the student population. This study therefore examines the changes in application and acceptance rates of self-identifying underrepresented groups in Ontario’s new four-semester teacher education programs. Such data will enable teacher educators to better understand rates of representation, and will be of interest to stakeholders from across Canada as they work to address the complex task of increasing equity and access for underrepresented groups in their programs.  \nKeywords: access, equity, teacher education, underrepresented groups, admissions  \nIntroduction  \nWhile many Canadian teacher education programs identify equity and diversity as key values (Crocker & Dibbon, 2008), these values do not always result in equitable representation (Brown & Scott, 2014) . Canadian teacher education programs have been criticized for preparing largely homogenous cohorts of teachers (Childs & Ferguson, 2016; DeLuca 2015), to the extent that the Ontario Human Rights Commission “identified the lack of representativeness as a possible contributing factor to the disproportionate suspension and expulsion of racialized students and students with disabilities”(Childs et al., 2011, p. 4) . This is troubling, particularly because specific groups remain underrepresented in our colleges, our universities, and our classrooms (Archibald, Pidgeon, Janvier, Commodore, & McCormick, 2002; Childs et al., 2011; Childs, Ferguson, Herbert, Broad, & Zhang, 2016). This is not to suggest that a diverse teaching force is a panacea for inequity in our classrooms (Ontario Alliance of Black School Educators, ONABSE, 2015) . Instead, we contend that a diversely representative teaching force benefits our students and our profession, and that by examining gaps in representation, we are better able to examine which practices truly support articulated goals of access, equity, and diversity.  \nThe Case for Equitable Representation  \nAs Kotzee and Martin (2013) contend,“universities have a moral and political obligation to work in ways to ensure that traditionally excluded groups have opportunities to contribute to the development of knowledge and understanding”(p. 638) . This perspective on equity stems from the belief that any sufficiently  \nqualified individual1 should be able to pursue a career in teaching, regardless of their socioeconomic background, cultural capital, or racial/cultural identity (see Wang & Shulruf, 2013). A representative teaching force that reflects the diversity of the student population supports both student outcomes and teacher retention (Villegas & Irvine, 2010) . Such teachers are well positioned to foster culturally-informed relationships, have high expectations of students, and take up (and keep) teaching assignments in difficult-to-staff communities (Minister’s National Working Group on Education, MNWGE, 2002; ONABSE, 2015; Villegas & Irvine, 2010) . Indeed, teacher educators across Ontario recognize that all students benefit when we work to improve the equity and accessibility of our programs (Petrarca & Kitchen, 2017) .  \nWith these benefits in mind, proponents of equitable representation argue that Canada’s diverse students should see themselves reflected in a diverse teaching force (see Childs & Ferg","cbCaiiByWEL7FcsV","https://ap.wps.com/l/cbCaiiByWEL7FcsV","pdf",454085,16,"English","# Introduction\n# The Case for Equitable Representation\n# Purpose of the Study","[{\"question\":\"What problem does the study address in Ontario teacher education?\",\"answer\":\"The study addresses the gap between stated equity and diversity values and actual representation rates for underrepresented groups in Ontario’s teacher education programs.\"},{\"question\":\"Which groups are considered underrepresented in the research?\",\"answer\":\"The research focuses on self-identifying underrepresented groups, including first-generation students, students with disabilities, students of Aboriginal descent, and other racialized minorities.\"},{\"question\":\"How does the study evaluate changes in representation?\",\"answer\":\"It examines changes in application and acceptance rates in Ontario’s new four-semester teacher education programs, using available admissions data as the basis for descriptive statistics.\"}]","Where Are We Now? - Changing Admission Rates for Underrepresented Groups in Ontario Teacher Education | PDF",1792083681]