UConn Increases Diversity in Teaching Programs

Posted on August 22, 2018April 11, 2019 by Mike Enright

“It’s really important for students to see windows and mirrors in their teachers. If they can see a reflection of someone like them, it can be very positive.”— Symone James ’16 (ED), ’17 MA — “It’s really important for students to see windows and mirrors in their teachers. If they can see a reflection of someone like them, it can be very positive,” says Symone James ’16 (ED), ’17 MA. (Peter Morenus/UConn)

Editor’s Note: The following story was originally published in UConn Today.

A lack of diversity among classroom teachers in elementary and secondary schools has long been a national issue. In the state of Connecticut alone, less than 8 percent of teachers are of color, while students of color represent 40 percent of the population.

UConn and the Neag School of Education have made a concerted effort to increase their underrepresented student population, with the long-term hope of closing the gap that exists now in classrooms.

Over the past two years, the percentage of students of color enrolled in the five-year integrated bachelor’s and master’s program has increased by 10 percent to 30 percent for the class entering this year. And enrollment of students of color in the teaching certificate program for college graduates is now 25 percent.

“We are making strides in a very diligent manner, but we can’t sit on our laurels,” says Gladis Kersaint, dean of the Neag School of Education. “We are showing others the path on how to correct this issue.”

Change has come through hard work and an individual touch through a number of programs. The Neag School of Education has two advisors who concentrate much of their work on the enrollment of underrepresented students – Mia Hines and Dominique Battle-Lawson. They connect with both high school students and UConn freshmen, because students are admitted into the five-year program following their sophomore year.

Both advisors have experience in public schools – Battle-Lawson as an elementary teacher in Bloomfield, Connecticut, for more than six years, and Hines as a school counselor in North Carolina and Maryland.

The pair advise the Leadership in Diversity (LID) program, a student-run mentoring program that focuses on supporting students of color interested in teaching. Each year, LID hosts a Future Educators Conference for local high school students interested in careers in education. The conference now attracts about 100 students.

“We have done a much better job of reaching out to both UConn students of color and those in high schools about Neag School of Education and becoming a teacher,” says Battle-Lawson. “Especially for first-generation college students, we need to reach out and let them know about us.”

Another effort, called Diverse Educators Making Outstanding Change, partners mentors with students of color who are either enrolled in the teacher preparation program or interested in teaching. Mentors – recent graduates, administrators, and UConn faculty and staff – and students connect to talk about their professional paths as well as issues they may face as being a teacher of color in the field.

The end result of these efforts is to put more teachers of color in the classroom. That’s important because numerous studies have shown students do better with a diverse teaching population.

“Student of color benefit from having teachers of color,” says Kersaint. “They respond when they are supported by teachers of a like race. It’s not just students of color, though. Research supports that all students, no matter what race, benefit from having teachers of color.”

Symone James ’16 (ED), ’17 MA, a fifth-grade teacher at Roger Sherman Elementary School in Meriden, Connecticut, is part of the 8 percent of teachers of color in this state.

“From the time I was a little girl, my dream job was to become a teacher,” says James. “Both of my parents were from Jamaica and neither went to college, but they always told me education was important.”

“It’s really important for students to see windows and mirrors in their teachers. If they can see a reflection of someone like them, it can be very positive.”

Symone James ’16 (ED), ’17 MA

James said a reason that many student of color don’t enter the field of education is because of the perception of the job. She relied on many of the resources that the Neag School of Education offers to help support her through her education.

“Teaching is not something that students of color are encouraged to do at a young age,” says James. “But, I think it is really important for students to see windows and mirrors in their teachers. If they can see a reflection of someone like them, it can be very positive.”

James cherishes the conversations she is able to have with her students in Meriden. “It’s important for them to see people of color in a position of success, like a teacher.”

That ability to be a role model is something that Tracey-Ann Lafayette ’16 (ED), a fourth-grade teacher in East Hartford, saw first-hand with a student.

“There was a little girl from India, and she was so excited because our skin colors matched,” says Lafayette. “It really makes an impact.”

She says many students of color don’t enter the education field because of negative experiences they had of their own in school. When there are negative memories, “a school may be the last place you want to go back to,” she says.

Lafayette believes that the efforts the Neag School of Education is making in recruiting students at the high school level is very important.

“We also don’t spend a lot of time talking about white students having teachers of color, but that is really important too. It can teach them how important diversity is at a young age.”

The Neag School of Education’s programs targeting high school students are critical, according to Lafayette.

“By the time students get to college, a lot of people are set on what they want to do, or at least have a pretty good idea,” she says. “You have to go a little further back. It’s really good to let high school students knows that education is a great option.”

Dangerous Stereotypes Stalk Black College Athletes

Posted on August 21, 2018August 28, 2018 by

Joseph Cooper, assistant professor of sport management, writes this original piece for The Conversation, which was republished by UConn Today.

Fall 2018 Faculty Appointments and Retiree Announcements

Posted on August 20, 2018April 1, 2025 by

The Neag School of Education welcomes four new faculty members — two in the Department of Educational Leadership and two in the Department of Curriculum and Instruction — effective Aug. 23. Read more about the new faculty hires below.

In addition, René Roselle, associate clinical professor in the Neag School, has been named interim director of teacher education, for a two-year term. Roselle has served as associate director of teacher education for the past five years.

Donald Leu, John and Maria Neag Endowed Chair in Literacy and Technology, will retire Sept. 1 after 18 years in the Neag School. Leu, director of the New Literacies Research Lab at the Neag School, is an internationally renowned expert on literacy education — and in particular, the skills and strategies required to read, write, and learn with Internet technologies as well as the best instructional practices for preparing students for these new literacies. With research funding from such agencies as the U.S. Department of Education, the National Science Foundation, the Carnegie Corporation, PBS, and the Bill and Melinda Gates Foundation, Leu and his work have been featured in Education Week, The New York Times, and CNN, among other media outlets.

“Don is a leading light in both our Neag community and national and international work on literacy,” says Suzanne Wilson, head of the Department of Curriculum and Instruction, where Leu held a joint appointment, along with the Department of Educational Psychology. “He’s a past president of the National Reading Conference, author of two major school reading/English programs, a former member of the Board of Directors of the International Reading Association, and was inducted into the Reading Hall of Fame in 2007. Passionate about his research, Don has been a dedicated teacher and mentor, always ready to offer thoughtful advice and perspective. We will miss him deeply.”

Gerardo Blanco joins the Neag School as an assistant professor in the HESA program. (Photo courtesy of Gerardo Blanco)

New Arrivals in Educational Leadership

Gerardo Blanco joins the Department of Educational Leadership as an assistant professor in the Higher Education and Student Affairs (HESA) program. Previously, Blanco served as an assistant professor in the higher education doctoral program at the University of Massachusetts Boston. He earned his Ed.D. in 2013 from the University of Massachusetts Amherst. He also has served as a summer visiting assistant professor since 2016 at Shaanxi Normal University in China. His research and teaching interests focus on quality assurance and internationalization in higher education.

H. Kenny Nienhusser joins the Neag School’s HESA program from the University of Hartford. (Photo courtesy of Kenny Nienhusser)

H. Kenny Nienhusser arrives as an assistant professor in HESA as well. He joins the Neag School from the University of Hartford, where he served as an assistant professor in the doctoral program in educational leadership since 2012. He has more than 15 years of professional experience in student and academic affairs at several types of higher education institutions. His research and teaching interests include implementation of public and institutional policies that affect underserved students’ high school-to-college transition; higher education policy; and undocu/DACAmented students. Nienhusser earned his Ed.D. at Teachers College, Columbia University in 2011.

Curriculum and Instruction Appointments

Danielle Filipiak has been named assistant professor of curriculum and instruction. Most recently, she served as a researcher for the Institute of Urban and Minority Education at Teachers College, Columbia University, where she completed her Ph.D. in 2017, and where she served as curriculum director for Cyphers for Justice, a youth development program that apprentices young people as critical social researchers through multiple literacies, hip-hop, and spoken word. Filipiak has more than 15 years of experience working in city schools, including a decade of teaching and activism in Detroit, as well as adjuncting and literacy coaching in schools and higher education institutions across New York City. Her research interests focus on literacy and English education in plural contexts; civic learning and critical digital literacies; and identity construction of urban school administrators and academic achievement.

Grace Player also joins as an assistant professor of curriculum and instruction, with teaching and research interests that include girls of color literacies; women of color feminisms and education; critical writing pedagogy; and social justice-oriented education. Player received her Ph.D. in reading, writing, and literacy from the University of Pennsylvania in May. She previously served as a classroom teacher in New York, Connecticut, and Japan.