Details how Minority Serving Institutions are preparing culturally proficient teachers using methods centred on integrating culturally relevant pedagogy, creating a culture of belonging through faculty engagement, enriching student teaching practice through residencies and school-university partnerships, and working with families and communities.

Contents Preface: Love and Teaching  ix Acknowledgments  xi Introduction: What’s Love Got to Do With It?  1 1.  Teacher Education and Diversity: Information vs. Transformation  7 History of Diversity and Racial Equity in Teacher Education  7 Access to Higher Education for Students of Color Interested in Teaching  11 “The Overwhelming Presence of Whiteness” in Teacher Education Programs  12 Lack of Program Coherence  16 High Stakes Entry and Certification Exams  18 Recruitment and Retention of Teachers of Color in Hard-to-Staff Schools  19 2.  “A Story to Tell”: Who Are Minority Serving Institution Teacher Educators and Teacher Candidates?  21 Tulia  23 Jeanne  25 Rafael  26 Alba, Camila, and Elmira  28 Cortez  30 Dean  32 Kim  33 Seth  35 3.  Changing the Narrative: What Does Culturally Relevant Pedagogy Look Like in Action?  38 What Is Culturally Relevant Pedagogy?  40 Culturally Relevant Pedagogy and MSIs  42 A Place of Hope and Healing: Culturally Relevant Pedagogy at Stone Child College  44 Every Step Forward Sea Con Paso Firme: Stories and Images of Teaching in California’s Central Valley  49 “You Can’t Sit Behind a Desk”: Visibility and Black Role Models at Jackson State University  53 Culturally Relevant Pedagogy as Community Analysis  58 4.  “Belonging”: Faculty Support and Cohort Models in MSI Teacher Education Programs  62 Like Family  63 “Not Just a Number”: Personalized and Holistic Faculty Care  64 Peer Leadership and Support: MSI Cohort Models  67 My Brother’s Keeper: Cohorts and Call Me MISTER at Jackson State University  69 “They Were Us”: Cohorts and the Mini Corps Program at California State University, Fresno  73 5.  “Homegrown”: Teacher Residencies and University–School Partnerships  77 So, What’s Wrong With Student Teaching?  80 “We Were There from the Beginning”: California State University, Fresno’s Rural Residency Program  84 “Their Time in the Classroom Is Just as Important as Mine”: New Mexico State University’s Blocks Program  88 6.  Where Wisdom Sits: Teacher Preparation and Community Engagement  93 Home Visits  94 Community Service  96 Parental Education  97 Field Trips  98 Inquiry, Action Research, and Advocacy  100 7.  A Call to Action  105 Diversify the Teaching Profession  105 Integrate Culturally Relevant Pedagogy  105 Expand Student Teaching and Clinical Practice  106 Recruit Former K–12 Teachers to the Faculty  107 Promote Cohort Models  107 Provide Wraparound Candidate Support  107 Foster Community Engagement  108 Respect the Teaching Profession  108 Communicate Messages of Success  108 Consider the Importance of Love  109 Final Thoughts  111 Appendix A: The Study  113 Notes  117 References  119 Index  127 About the Authors  131

“For the Love of Teaching paints an intimate portrait of brilliance, hard work, and promise at MSI teacher education programs. Readers learn how these mighty institutions bring about a more ethical and just education world.” —Emery Petchauer, professor, Michigan State University