Abstract:

The educational landscape in the United States has historically been dominated by white females within its teaching profession. This phenomenon, known as the feminization of teaching, traces its roots back to the mid-19th century, where teaching was among the few socially acceptable career paths for women. This trend persisted due to entrenched societal norms portraying women as inherently nurturing and possessing the necessary discipline for classroom management.

However, as the student demographic in the U.S. becomes increasingly diverse, the repercussions of this gender and racial homogeneity in the teaching force are becoming more pronounced. Students from various ethnic backgrounds seldom encounter educators who reflect their own identities. This lack of representation can adversely affect their academic experiences and sense of belonging.

Recognizing this challenge, one institution of higher learning implemented a targeted intervention in the form of a First Year Seminar. This program aimed to attract a diverse cohort of incoming undergraduates to explore education as a viable field of study and potential career path. Drawing inspiration from the American mockumentary sitcom "Abbott Elementary," the seminar utilized popular media as a vehicle to introduce complex issues prevalent in public education, thereby fostering engagement with ethical and political dilemmas.

Despite the efforts invested in diversifying the teacher pipeline, the outcomes fell short of expectations. Feedback from first-generation college students highlighted various deterrents to pursuing a career in teaching, including concerns about societal prestige and financial remuneration. Merely emphasizing the importance of their representation and service in the education sector proved insufficient in overcoming deeply ingrained familial, cultural, and aspirational influences steering them towards alternative career trajectories.

This session provides an overview of the seminar's development, insights gleaned from student feedback, and proposed adaptations for future iterations of the seminar.

Keywords:

Preservice, diversity, course development.