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REIMAGINING EQUITY:

EMBODYING MENTORSHIP TO EMPOWER HISTORICALLY UNDERSERVED EDUCATORS AND TRANSFORM EDUCATIONAL LANDSCAPES

KEVIN L. JONES, WILLIAM M. JOHNSON, & MELVIN MIDDLETON, JR.

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PUBLISHED IN:

 Volume 1, Issue 2, December 2024,

The Community-Engaged Scholarship Issue

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DOI:

https://doi.org/10.70144/kj010206cs

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KEY WORDS: 

Teacher Education, Mentoring, High School Mentoring

 

ABSTRACT: 

Historically underserved high school students, particularly Black and Brown students, face significant barriers to pursuing careers in education due to systemic inequities such as underfunded schools, limited access to resources, and a lack of representation in the teaching workforce. Texas Senate Bill 17, which restricts Diversity, Equity, and Inclusion (DEI) programs in higher education, exacerbates these challenges by eliminating critical support systems for aspiring educators of color. Mentoring programs tailored to the needs of Black and Brown students are essential in addressing these inequities. Such programs provide guidance, academic support, and culturally responsive mentorship that help students overcome barriers and succeed in educational careers. This literature review synthesizes research on the impact of mentoring programs, highlighting their potential to create more diverse and inclusive educational environments by supporting students who aspire to become educators. Recommendations for improving these programs aim to reimagine them as sustainable pipelines for future teachers from marginalized communities.