Term
Spring 2022
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Kelly Killorn and Jennifer Carlson
Content Expert
Klebler Ortiz
Abstract
The capstone question in this paper was: How can a Community Cultural Wealth (CCW) Model be used to develop the resilience, resistance, and retention of Teachers of Color and American Indian Teachers (TOCAITs) in suburban school districts? The paper addressed the contextual challenges in the suburban school districts and ways to retain Teachers of Color and American Indian Teachers (TOCAITs) in this context. The literature reviewed how suburban school districts responded to demographic shifts. It highlighted issues around systems and practices that were colorblind and inequitable to the diverse learners it served. In addition, these contextual problems were connected to the challenges TOCAITs have in suburban schools. It argued for strategies that better support the resilience and sustainability of TOCAITs within context. The project is composed of a series of professional development in a school district’s teacher of color mentorship program for new TOCAITs. A Community Cultural Wealth Model was used to explore and further develop the cultural capital TOCAITs possessed.
Project Type
Professional Development
Keywords
Social Justice, Teachers/ Teaching
Recommended Citation
Yang, Dua, "Teachers of Color and American Indian Teachers in Suburban Schools: Retaining Through Resilience and Community Cultural Wealth" (2022). School of Education and Leadership Student Capstone Projects. 780.
https://digitalcommons.hamline.edu/hse_cp/780
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects