Building on Community: A Community-Built Pipeline of Community College-Educated Secondary Mathematics Teachers of Color

Abstract

The race/ethnic gap between secondary mathematics teachers and their students is widening as more students of color enroll in public schools. Community colleges serve local and diverse populations. Historical focus was on elementary education, but, nationally, community college students prepare for careers in secondary mathematics education. Despite Washington State's strong community college network, few defined secondary mathematics teacher pathways exist. Washington State community colleges' role in preparing secondary mathematics teachers of color is emerging but is not sufficient to overcome the secondary mathematics teacher shortage and race/ethnic gap. The purpose of this case study was to understand the role community colleges played in preparing current Washington State secondary mathematics teachers of color. Cases involved participants who earned community college credits prior to teaching certificate. Themes developed through teachers of color voice were evaluated through a Critical Race Theory lens to develop potential solutions to systems of oppression and build upon strengths. The role community colleges could play involves internal community college programming and external community engagement and outreach. Recommendations include 1) strengthening faculty advisors role, 2) incorporating cultural sensitivity training, 3) implementing a secondary mathematics teaching pathway, and 3) developing a future teacher group/club.