Supporting First-Generation College Students to Become Teachers in High-Needs Schools

Abstract

Extensive research exists on students who are the first in their families to pursue post-secondary education, i.e. first-generation college students. But what about first-generation students who pursue careers in education? This study highlights the experiences of first-generation college students, then graduate students, turned teachers and may shed light on how teacher preparation programs could improve persistence among first-generation college and graduate students and support this population as they embark on careers in K-12 settings. First-generation college students who become teachers frequently share demographic characteristics with students in high-need schools, i.e., many are of low socioeconomic status and/or are people of color. Thus, these teachers may help to fill a critical need as they may be more likely to persist as teachers in high-need schools, which are typically hardest to staff and have high turnover.

Additional information

Funding

This study was conducted under National Science Foundation Grant 1339951. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.