Enhancing ethnic diversity at a big ten university through project TEAM: A case study in teacher education
Abstract
Project Transformative Educational Achievement Model (TEAM) is an instructional initiative designed to increase the number of students from underrepresented minorities at Indiana University who enter a teacher education program (P–12), complete their baccalaureate degree, and obtain teaching licensure in Indiana. A conceptual framework based on theories of campus climate and integrated pluralism, ethnic identity development, and teaching for social justice guides program development and inquiry. Longitudinal research since 1996 has identified four main themes that help explain the Project TEAM experience (a) creating community among students of color to mediate an alienating campus climate at a predominantly White university, (b) strengthening ethnic identity and an understanding of and ability to deal with racism, (c) working for social justice through multi-cultural education, and (d) professional development and commitment to teaching as a profession. This article provides an overview of program development, research methodology, and findings associated with the four themes as well as program success in recruiting, supporting, and graduating students of color.
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Previous research has utilized the Big Ten sample to study campus recreation, ethnicity diversity, sexual harassment, and transgender policy in HEIs.
“Previous research has also utilized this sample to study campus recreation [47], ethnicity diversity [48], sexual harassment [49], and transgender policy [50] in HEIs.”
From AI Governance in Higher Education: Case Studies of Guidance at Big Ten Universities (2024) · cites this paper as [48]
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AI Governance in Higher Education: Case Studies of Guidance at Big Ten Universities
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“Previous research has also utilized this sample to study campus recreation (Wilson, Guthrie, and Bopp 2020), ethnicity diversity (Bennett 2002), sexual ha-rassment (Clair 1993), and transgender policy (Dirks 2016) in HEIs.”
- Authors
- Bennett, C. I.
- Affiliations
- Indiana University Bloomington (US)
- Corresponding author
- Bennett, Christine I.
- Venue
- Educational Researcher
- Published
- 2002-03
- Volume
- 31
- Issue
- 2
- Pages
- 21-29
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2138857082
- Cited by
- 44
- References
- 51
- Citations by year
- 2025: 1 · 2024: 2 · 2021: 1 · 2020: 4 · 2019: 1 · 2017: 1 · 2016: 3 · 2015: 4 · 2014: 4 · 2012: 2
- FWCI
- 11.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- project teams, teacher professional development, underrepresented minority students, students of color, ethnic identity formation, campus climate, social justice education, multicultural education, racism, professional development, teacher certification, student recruitment and retention, predominantly white universities
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