In the years following the 1954 Supreme Court decision in Brown v. Board of Education of Topeka, Kansas, the shrinking numbers of ethnically diverse teachers in U.S. public schools has been the focal point of public opinion, community leaders, educators and policymakers. To address the scarcity of the nation’s teachers in our teacher workforce, a variety of creative and innovative initiatives, which focused on recruitment, retention, and graduation of students of color have been implemented throughout the years. The purpose of this dissertation was to analyze effective recruitment and retention strategies used at a selection of predominantly white Midwest colleges and universities in efforts to address the decreasing number of students of color enrolling in and graduating from teacher preparation programs. From a comprehensive review of the college and university webpages, literature, publications and program descriptions the identification of effective recruitment and retention strategies in select Midwest colleges and universities have been identified. The results of the analysis are reported, and usage and effectiveness strategies for recruitment and retention in predominantly white universities are discussed.


Julie Carlson

First Committee Member

Kathleen Foord

Second Committee Member

Daria Pual

Third Committee Member

Maureen Prenn

Date of Degree




Document Type



Doctor of Education (EdD)


Educational Leadership



Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License