Andrés Castro Samayoa

How Latine students rely on relationships with peers, mentors, families, and communities to succeed in college and graduate school Contrary to conventional narratives, successful transitions from college to graduate school to a university professorship emerge not from isolated instances of knowledge, skill, determination, and grit but from networks of mutual support, shared vulnerability, and communal resilience. In Community, We Can draws on the stories of nearly one hundred undergraduates to explore how Latine students depend on relationships with peers, mentors, families, and communities to navigate college and prepare for graduate school. The authors provide evidence-based data and analysis to show that a focus on individual effort ignores not only how inequities shape opportunity but also how much students lean on one another. It also places the burden of success entirely on the individual rather than asking institutions to share responsibility for students’ academic futures. In Community, We Can shows that shared resources, mutual accountability, and collaborative problem-solving, as practiced by these students, can transform higher education, benefiting academia as a whole rather than just exceptional individuals.

How Latine students rely on relationships with peers, mentors, families, and communities to succeed in college and graduate school Contrary to conventional narratives, successful transitions from college to graduate school to a university professorship emerge not from isolated instances of knowledge, skill, determination, and grit but from networks of mutual support, shared vulnerability, and communal resilience. In Community, We Can draws on the stories of nearly one hundred undergraduates to explore how Latine students depend on relationships with peers, mentors, families, and communities to navigate college and prepare for graduate school. The authors provide evidence-based data and analysis to show that a focus on individual effort ignores not only how inequities shape opportunity but also how much students lean on one another. It also places the burden of success entirely on the individual rather than asking institutions to share responsibility for students’ academic futures. In Community, We Can shows that shared resources, mutual accountability, and collaborative problem-solving, as practiced by these students, can transform higher education, benefiting academia as a whole rather than just exceptional individuals.

There remains a significant achievement gap for students of color across the K–12 spectrum. One area that needs increased and immediate attention is how we recruit, prepare, and retain teachers of color. This book asks: Why do teachers of color choose teaching? What are their expectations for the students they will teach? How do their past experiences shape their vision of teachers as role models, mentors, and advocates for children of all races and cultures? The authors detail how Minority Serving Institutions (MSIs)—nearly 800 colleges and universities across the nation that educate nearly 45% of all students of color—are preparing culturally proficient teachers using new methods centered on integrating culturally relevant pedagogy, creating a culture of belonging through faculty engagement and cohort models, enriching student teaching and clinical practice through residencies and school-university partnerships, and working closely with families and communities. Addressing timely and critical issues of educational equity, For the Love of Teaching is a call to action for all colleges and university to improve their teacher education programs. Book Features:Provides case studies of MSIs that are intentionally preparing culturally proficient teachers who are skilled and experienced with diverse groups of students. Offers lessons and approaches from four minority-serving colleges with programs that attract and serve non-White teacher candidates. Includes a broad overview of innovative practices in all aspects of learning to teach, making it relevant to almost any teacher education course. Focuses on serving the needs and maintaining the commitment of candidates of color, while also developing their academic skills and subject-specific content knowledge.

There remains a significant achievement gap for students of color across the K–12 spectrum. One area that needs increased and immediate attention is how we recruit, prepare, and retain teachers of color. This book asks: Why do teachers of color choose teaching? What are their expectations for the students they will teach? How do their past experiences shape their vision of teachers as role models, mentors, and advocates for children of all races and cultures? The authors detail how Minority Serving Institutions (MSIs)—nearly 800 colleges and universities across the nation that educate nearly 45% of all students of color—are preparing culturally proficient teachers using new methods centered on integrating culturally relevant pedagogy, creating a culture of belonging through faculty engagement and cohort models, enriching student teaching and clinical practice through residencies and school-university partnerships, and working closely with families and communities. Addressing timely and critical issues of educational equity, For the Love of Teaching is a call to action for all colleges and university to improve their teacher education programs. Book Features:Provides case studies of MSIs that are intentionally preparing culturally proficient teachers who are skilled and experienced with diverse groups of students. Offers lessons and approaches from four minority-serving colleges with programs that attract and serve non-White teacher candidates. Includes a broad overview of innovative practices in all aspects of learning to teach, making it relevant to almost any teacher education course. Focuses on serving the needs and maintaining the commitment of candidates of color, while also developing their academic skills and subject-specific content knowledge.