Date of Award
Doctor of Philosophy (Ph.D.)
Annsley Frazier Thornton School of Education
Dr Will Wells
Dr Grant Smith
Dr Jessica Ivy
This quantitative study examines the connections between teacher preparation programs (TPPs) and later retention. According to the Theory of Transformative Multicultural Education (Vavrus, 2002), to prepare future teachers for the needs of urban, high-poverty schools, candidates need to be in a culturally responsive environment and receive dedicated instruction in multicultural education. These characteristics were measured three ways: inclusion of diversity in the TPP mission/vision statement, required multicultural coursework course levels, required multicultural coursework credit hours. These variables were included in a path analysis model along with teacher characteristics and school characteristics known to affect teacher retention rates. The intervention variables did not significantly improve the fit of the structural equation model and did significantly increase the error. Therefore, the hypotheses were not supported.
McGuire, Kit Z, "Cultivating Teachers for High-Poverty Schools" (2023). Graduate Theses, Dissertations, and Capstones. 160.