This document discusses strategies for institutions to recruit and retain students and faculty of color. It recommends active outreach programs, expanding candidate pools, and providing academic and social support systems. For faculty, it suggests tapping non-traditional networks, mentors, and a collegial atmosphere. It also discusses the importance of professional development for culturally responsive teaching, including workshops and peer coaching. Finally, it outlines six characteristics of culturally responsive teachers and four priorities for institutions, emphasizing the need for vision and collaboration across departments.

1. The Institutional Approach
Villegas & Lucas
Chapter 5 & Conclusion
By: Mark DeMilio
Laura Sosna
Nina Vij

2. Recruitment Efforts
Recruiting and Retaining Students of Color
• Need active outreach program in minority communities to provide
information and assistance to college-bound students of color
• Need to expand the potential candidate pool and target students who are
not already college bound
• Retention of minority students requires resources allocated to creating
academic, social and personal support systems
Recruiting and Retaining Faculty of Color
• Tap non-traditional networks and use alternative advertising strategies
• Provide mentors and a collegial atmosphere
Recruiting and Selecting Prospective Students of Color
• Expand the pool of candidates to include students other than those already
likely to go to college
• Expand section criteria

3. What Makes a
"Nontraditional" Student?
• How do we define GRAPH GOES HERE
"nontraditional"?
o Interchangeable with
"minority student"?
o Mental illness?
o Physical disabilities
o Other factors?
• Will it be "racist" to have
programs for white students?
• The "other side of the coin"
o Federal and state tax breaks
for hiring minorities
o Applications for education

4. Professional Development
Strong commitment to professional development
• Preparing culturally responsive teachers requires culturally responsive
educators
• Being a culturally responsive teacher is an ongoing process
• Professional development should extend beyond faculty to staff and
administrators
Useful tools for professional development include:
• Team Teaching and Peer Coaching
• Lecture Series
• Workshops
• Retreats
• Professional Development Schools

5. Pulling it All Together
Six Salient Characteristics of Culturally Responsive Teachers
• Understand students may see the world differently
• Have an affirming attitude
• See themselves as agents of change
• Understand and embrace constructivist views
• Use knowledge about their students to support their learning
Four Institutional Priorities
• Commitment to preparing culturally responsive teachers
• Focus attention on recruitment and selection of teachers into their programs
• Recognize faculty in other departments and K-12 teachers in the community play a
critical role in preparing prospective teachers
• Make a strong investment in faculty development with regard to diversity issues
To be Successful in Creating Culturally Responsive Teachers
• Institutions must have a vision and implement a collaborative/cohesive approach
where university/college professors work across departments and with K-12
teachers.
• Individual teachers must be embrace a constructivist view and have affirming
attitudes