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Interconnectedness of cultural responsiveness, retention, and mentorship: understanding the experiences of BIPOC intern educators with BIPOC mentors

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Interconnectedness of cultural responsiveness, retention, and mentorship: understanding the experiences of BIPOC intern educators with BIPOC mentors

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Interconnectedness of Cultural Responsiveness, Retention, and Mentorship:
Understanding the Experiences of BIPOC Intern Educators With BIPOC Mentors

Christina Barnes Khoon

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

August 2023

© Copyright by Christina Barnes Khoon 2023
All Rights Reserved

The Committee for Christina Barnes Khoon certifies the approval of this Dissertation

Christina Kishimoto
David Cash
Gregory Franklin, Committee Chair

Rossier School of Education
University of Southern California
2023

iv

Abstract
The U.S. student population becomes more diverse every year, especially in the State of
California. Yet, the public-school teaching force does not represent the same growth in diversity
as students. The need for teachers, especially BIPOC teachers has never been greater. Teachers
of color benefit all students and play a vital role in shifting how power operates in schools.
However, teachers of color tend to leave the profession at higher rates. This qualitative study
researched the experiences of BIPOC intern educators with BIPOC mentors to understand how
mentorship can influence and impact BIPOC educators’ culturally responsive pedagogy and their
attitudes towards staying in the teaching profession.

v

Dedication
To my lola, the matriarch of my family. You taught me to be strong, independent, and resilient. I
would not be the person I am today without your unconditional tough love and care. Today and
always, I celebrate your life.

vi

Acknowledgements
Thank you to my Wednesday cohort for all our fruitful discussions. It was a pleasure to
learn from and alongside you all. Special thank you to the professors, especially Dr. Franklin, Dr.
Cash, and Dr. Kishimoto. I appreciate your time, guidance, and support throughout this program
and the dissertation process.
Finally, thank you to all those who have come before me and paved the way for future
generations.

vii

Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
Chapter One: Overview of the Study .............................................................................................. 1
Statement of the Problem .................................................................................................... 2
Purpose of the Study ........................................................................................................... 3
Research Questions ............................................................................................................. 4
Significance of the Study .................................................................................................... 4
Limitations and Delimitations ............................................................................................. 5
Definition of Terms ............................................................................................................. 5
Organization of the Study ................................................................................................... 7
Chapter Two: Review of the Literature .......................................................................................... 8
History of Alternative Teacher Certification Programs ...................................................... 8
Alternative Certification: Intern Programs ....................................................................... 11
Teacher Shortages ............................................................................................................. 14
Diversifying the Teaching Profession ............................................................................... 16
Impact of BIPOC Educators ............................................................................................. 18
Mentorship ........................................................................................................................ 20
Critical Race Theory ......................................................................................................... 23
Culturally Responsive Pedagogy ...................................................................................... 25
Summary of the Literature ................................................................................................ 26
Chapter Three: Methodology ........................................................................................................ 29
Purpose of Study ............................................................................................................... 30
Selection of the Population ............................................................................................... 30

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Methodology ..................................................................................................................... 32
Instrumentation ................................................................................................................. 33
Data Collection ................................................................................................................. 34
Data Analysis .................................................................................................................... 34
Summary ........................................................................................................................... 35
Chapter Four: Findings ................................................................................................................. 36
Participants ........................................................................................................................ 36
Results: Research Question 1 ........................................................................................................ 38
Discussion: Research Question 1 ...................................................................................... 43
Results: Research Question 2 ............................................................................................ 43
Discussion: Research Question 2 ...................................................................................... 46
Results: Research Question 3 ............................................................................................ 47
Discussion: Research Question 3 ...................................................................................... 50
Summary ........................................................................................................................... 50
Chapter Five: Discussion .............................................................................................................. 52
Limitations ........................................................................................................................ 56
Implications for Practice ................................................................................................... 56
Conclusion ........................................................................................................................ 58
References ..................................................................................................................................... 60
Appendix A: Interview Protocol ................................................................................................... 74
Introductory Script ............................................................................................................ 74
Questions With Transitions ............................................................................................... 75
Heart of the Interview ....................................................................................................... 75
Closing .............................................................................................................................. 76
Appendix B: Survey Protocol ....................................................................................................... 77

ix

Participant Introduction .................................................................................................... 77
Survey Questions .............................................................................................................. 77

x

List of Tables
Table 1: Criteria for Sample Selection .......................................................................................... 31
Table 2: Interview Participants ..................................................................................................... 37
Table 3: Survey Participants ......................................................................................................... 38
Table B1: Demographic Survey Questions ................................................................................... 78
Table B2: Mentoring Survey Questions ....................................................................................... 81
Table B3: Survey Questions on Staying in the Profession ........................................................... 83

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Chapter One: Overview of the Study
California’s demographic population has grown throughout the years and has continued
to be one of the most diverse states in the nation. Student populations have also evolved, growing
more diverse every year. The California Department of Education estimated that in the
2019-2020 school year, 76.7% of public-school students identified as Black, Indigenous, people
of color (BIPOC). Yet, the public-school teaching force does not represent the same diversity
growth as the student body. White teachers make up the majority of public-school teachers in the
2018-2019 school year (California Department of Education, 2019).
BIPOC educators are underrepresented in the teaching profession and only make up
about 21% of the teaching force (National Center for Education Statistics, 2018). This has
created a cultural gap, due to the growing population of BIPOC students and the decline of
BIPOC educators (Achinstein et al., 2010). As alarming as that is, many of them are also exiting
the teaching profession at higher rates than White teachers (Kohli, 2018). About 50% of new
BIPOC educators are leaving within the first 5 years (Darling-Hammond, 1996). Similarly,
teachers who do not yet have their credentials or have attended an alternative certification
program are more likely to leave the profession (Sutcher et al., 2016).
The retention of BIPOC teachers, specifically new, alternatively certified teachers, is
critical to increasing representation in the teaching workforce, addressing the teacher shortage,
and ensuring equitable outcomes for marginalized students. One way to address this problem is
through mentoring. Mentoring is recognized as an effective method for supporting new teachers
as it focuses on building and maintaining a relationship of ongoing collaboration and support.
Participating in mentorship can increase the retention rate of new teachers (Grossman & Davis,
2012).
2

This research seeks to understand the multi-layered experiences of 1st year BIPOC
educators who are enrolled in an alternative certification program and participate in mentorship
with BIPOC mentors.
Statement of the Problem
Retaining BIPOC educators has been an outstanding issue in education for many years.
According to the National Collaborative on Diversity of the Teaching Force (2004), 90% of the
K-12 teaching force is White, and they are being taught by a teacher educator that is also 88%
White (Picower, 2009). Consequently, many teachers reported being one of few BIPOC
educators on their campus. This can often lead to feelings of isolation, alienation, and lack of
autonomy (Shafer, 2018). Likewise, feelings of school connectedness and belongingness are
integral psychological factors that can determine performance for both students and teachers
(Lopez, 2003). Fixed school practices in the United States are constructed from the majority
group culture and can produce cultural discontinuity (Tyler et al., 2008) and further influences
the isolation of BIPOC educators.
Research has shown that BIPOC educators best serve BIPOC students, due to the
interconnectedness of culture in the communities they teach in (Phillip & Brown, 2020). BIPOC
educators hold a multicultural awareness that leads to positive educational experiences and
outcomes for students (Carver-Thomas, 2018). This can also be true for BIPOC educators who
have BIPOC mentors. Mentors enact the role model effect, through which BIPOC educators can
identify with seeing other BIPOC in professional roles (Carver-Thomas, 2018). BIPOC mentors
are uniquely equipped to work with BIPOC educators, especially to eliminate the feelings of
isolation and alienation due to the collaborative nature of mentorship. Educators who work in
3

integrated professional cultures characterized by collaboration and interaction between new
teachers and veterans were more likely to remain in teaching (Johnson, 2004).
Additionally, educators enrolled in an intern credential program, an alternative route, face
additional challenges of being a full-time teacher while completing coursework to earn their
preliminary credential. Although many intern programs speak highly of job-embedded learning,
teachers are faced with the difficulty of managing their time to be a teacher and a student and a
learning as you go framework. Due to this, intern teachers may require more than just the
traditional support.
The study aims to explore how, if at all, BIPOC intern educators’ relationships and
experiences with their BIPOC mentors, influence their attitudes towards staying in the teaching
profession and support their culturally responsive pedagogy.
Purpose of the Study
The purpose of this study is to explore and understand the experiences of BIPOC intern
educators with BIPOC mentors. The study seeks to recognize the various experiences, attitudes,
and beliefs of the participants. Participants for this study are unique as they are all BIPOC, they
are completing an intern program to earn their preliminary credential while being a full-time
educator and have BIPOC mentors. This may lead to multi-layered experiences.
The theoretical framework that sets the foundation for this study is critical race theory
(CRT). It is used to examine issues of race and inequities in education, specifically in teacher
support and retention. BIPOC intern educators’ experiences are shaped by their racial, ethnic,
and cultural heritage, amongst other qualities (Milner, 2007). Therefore, this study centralizes the
tenant of storytelling and counter narratives by challenging the dominant perspective and
uplifting voices of BIPOC educators.
4

Research Questions
Utilizing qualitative research methods, I investigated three research questions:
1. What are the experiences of BIPOC intern educators who have BIPOC mentors?
2. To what degree does having a BIPOC mentor support BIPOC intern educators’
culturally responsive pedagogy?
3. How do those experiences and relationships with their mentor influence, if at all,
intern educators’ attitudes towards staying in the teaching profession?
Significance of the Study
Mentoring has been recognized as an effective strategy for addressing the retention of 1st
year teachers (Tillman, 2005). Just as students benefit from having teachers who have similar
cultural backgrounds, teachers can also benefit from having mentors who have a deep
intercultural understanding. To achieve greater retention of new BIPOC educators, they need
mentors of color who can provide support and development of their critical consciousness and
culturally responsive pedagogy.
This research study provides insight into the experiences of BIPOC intern educators with
BIPOC mentors and may help encourage schools to have in-house mentorship programs to help
retain new BIPOC educators. If BIPOC educators stay in the teaching profession, they can also
serve as mentors to new teachers. Additionally, this research can help to inform policy makers
such as state officials and the California Commission on Teacher Credentialing. They can look to
this study to understand the unique experiences of intern teachers and mentorship to consider
having a requirement or state-wide mentorship program.
This research also extends existing knowledge in this area of study by examining
mentorship programs on alternatively certified teachers and will add and expand upon that
5

knowledge by seeking to understand the experiences of BIPOC intern teachers’ with BIPOC
mentors.
Limitations and Delimitations
The study was limited to participants in California and participants must be an intern
educator, identify as BIPOC, and have a mentor who is also BIPOC. Participation is limited to
those who meet the criteria. Additionally, a purposeful sampling of teachers was needed to
conduct a qualitative study so the small sample size may not be generalizable to a larger, broader
population (Merriam & Tisdell, 2016). Interviews and surveys are both self-reported and
therefore may be limited to participant’s self-assessment.
The delimitations of this study are limited to cultural identification and geographic
region, as all teachers and mentors identify as BIPOC and are based in California.
Definition of Terms
• Alternative certified teachers refer to teachers who have not graduated from an
approved college or university teacher preparation program and still need to fulfill
remaining requirements through an alternative route such as intern programs (CTC,
2019).
• Black Indigenous people of color (BIPOC) is a term specific to the United States,
intended to center the experiences of Black and Indigenous groups and demonstrate
solidarity between communities of color. This term is used to acknowledge that not
all people of color face equal levels of injustice (Merriam-Webster, 2022).
• California Commission on Teacher Credentialing (CTC or the Commission) is an
agency in the Executive Branch of California State Government. The major purpose
of the agency is to serve as a state standards board for educator preparation for the
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public schools of California, the licensing and credentialing of professional educators
in the State, the enforcement of professional practices of educators, and the discipline
of credential holders in the State of California (CTC, 2019).
• Culturally responsive pedagogy employs a person-centered approach to teaching that
encompasses cultural references and acknowledges the significance of people’s
cultural backgrounds and experiences in all aspects of learning (Ladson-Billings,
2006).
• District intern programs are educator preparation programs approved by the
Commission, developed and implemented by a school district or county office of
education. Participants in a district intern program serve as the teacher of record while
completing their teacher preparation program, and they receive mandatory specified
guidance and supervision during this process (CTC, 2019).
• Intern teacher refers to the teacher of record who holds a district of university intern
credential, but who is still completing pedagogical preparation for the preliminary
teaching credential (CTC, 2019).
• Mentors facilitate and assists another’s development, serving as a trusted counselor or
guide (Merriam-Webster, 2022).
• Preliminary credential is a teaching or services credential that is valid for 5 years.
Preliminary credentials require the holder to complete a bachelor’s degree, an
approved educator preparation program, CBEST, subject matter competence, and
additional specific requirements. Out-of-state applicants may be issued a 5-year
preliminary credential. Additional academic requirements must be completed to
qualify for the clear credential (CTC, 2019).
7

• Teacher preparation programs represent an organized, Commission-approved set of
courses, field-based experiences, assignments, and assessments that comprise the
preparation provided to a candidate by an entity approved by the Commission to offer
educator preparation (CTC, 2019).
• Traditional teacher preparation programs primarily serve undergraduate students
without prior teaching or work experience, and lead to a bachelor’s degree or more
(CTC, 2019).
• University intern credential programs are a cooperative effort between a school
district and an institution of higher education. Internship programs must be approved
by the Commission prior to enrolling students and may not be available in all school
districts. The program allows credential candidates to be employed while completing
a credential program (CTC, 2022).
Organization of the Study
This research study is organized into five chapters. Chapter 1 includes an overview of the
study to help contextualize the issue of a lack of BIPOC educator representation and declining
retention, specifically with alternatively certified educators. It also introduces the benefits of
mentorship. Chapter 2 provides a literature review to gain a deeper understanding of how this
problem came to be and what research has already been done. Chapter 3 describes the qualitative
research methods used for this study which includes interview questions, data collection and
analysis. Chapter 4 presents the research findings. Chapter 5 summarizes the findings,
implications for practice, conclusions, and recommendations. References are included in the
conclusion of this study.

8

Chapter Two: Review of the Literature
In California, 61% of the teacher population is White (The Education Trust, 2022). This
does not reflect its current student population, where the majority of students identify as BIPOC.
Policies and programs such as alternative pathways to credentialing and mentorship have been
enacted to address the teacher shortage and diversify the teaching population as it has positive
benefits on all students.
The review begins with the history of alternative teacher credentialing programs, with an
emphasis on intern programs in California to understand the popularization and growth of
alternative pathways. This is followed by spotlighting the issue of teacher shortages, specifically
its disproportionate impact on teachers of color and its systemic roots in social justice. Next, the
review will address the impact BIPOC teachers have on BIPOC students, and this will lead to the
discussion of mentorship, specifically mentorship programs in supporting new teachers.
Past research has not focused on BIPOC teachers and their BIPOC mentors; however, a
connection can be made by analyzing the impact BIPOC teachers have on their BIPOC students.
Additionally, research on mentorship has primarily spotlighted induction and pre-service, but
this study will contribute to the existing knowledge by targeting intern teachers. Lastly, the
literature will review critical race theory and culturally responsive pedagogy as it provides the
lens through which this study is grounded in.
History of Alternative Teacher Certification Programs
The National Commission on Excellence in Education (1983) introduced a report on the
quality of education in America and found that teacher preparation programs required a
substantial amount of improvement. Teacher shortages were not only existing, but they were
increasing. The report found that there were serious shortages specifically for math and science
9

teachers. As a result, schools were hiring math and science teachers that were not qualified to
teach these subjects (NCEE, 1983). Many states responded to these shortages by creating the first
alternative routes to teaching (NCEE, 1983). Alternative routes are also known as alternative
teacher certification programs. This term surfaced as an all-encompassing term to include
pathways into the teaching profession that were not the traditional teacher preparation programs
(Roach & Cohen, 2002). Alternative certification was developed in response to the current and
projected teacher shortages and the expansion of standards for student learning and teacher
quality (Roach & Cohen, 2002).
Similarly, the Commission on Teaching and America’s Future (1996) called for a
revitalization of both teacher preparation and teacher selection pipelines as it opposed the
capability of traditional teacher preparation programs to generate and cultivate quality teachers
and meet the demands of the teacher shortage. The expansion of alternative routes became a
popularized solution to addressing the deficiencies of traditional teacher preparation programs
(Hess, 2003). Hess (2003) disputed that alternative routes can not only address teacher shortages,
but also expand the diversity of the teaching workforce without compromising quality.
Feistritzer (1994) defined alternative certification programs as programs that attract
qualified adults with a bachelor’s degree and considerable life experience. This description
acknowledged that nontraditional candidates could be recruited into the profession. Critics
contended that traditional preparation programs were unsuccessful in attracting capable
prospective teachers because of the lack of rigor, training, and high cost for candidates (U.S
Department of Education, 2002). Alternative routes were a better option to open the pool of
prospective teachers to include individuals who are qualified but may not otherwise choose the
profession due to the barriers in traditional teacher preparation programs. Alternative routes were
10

also better capable of streamlining systems that could boost the quantity of teachers while
maintaining or even improving their quality (U.S Department of Education, 2002).
Shortly thereafter, policies started to emerge in support of alternative certification
programs. In 2001, congress passed No Child Left Behind (NCLB) which reauthorized the
Elementary and Secondary Education Act. NCLB legislation was designed to address teacher
shortages and allocated funding specifically to improve teacher quality and increase the number
of highly qualified teachers in the classroom (Cochran-Smith & Lytle, 2006). The goal was to
increase student achievement and create a stronger pool of effective teachers. This goal was a top
priority, as many teachers in difficult-to-staff locations and subjects were not qualified to teach,
creating inequitable outcomes for students who needed the most support. NCLB ordered that all
teachers of record must meet federal standards for being “highly qualified.” Highly qualified was
defined as holding a bachelor’s degree, being fully state certified and demonstrating competence
in subject matter knowledge by passing a state certified examination. Due to this increasing
demand for highly qualified teachers, NCLB identified several alternative routes as an innovative
approach for streamlining teacher preparation and improving teacher quality (Cochran-Smith &
Lytle, 2006).
Since its creation, alternative credentialing programs have shifted from primarily meeting
shortages in hard-to-staff schools to now meeting shortages for in-demand subjects in schools
(Constantine et al., 2009). Alternative routes have also addressed the challenges of instruction in
urban schools such as the general shortage of teachers, lack of culturally diverse and high-quality
teachers, and high turnover rates (Zinger, 2018). Nearly a quarter of early career teachers now
enter the teaching profession through an alternative route (SASS, 2012; Zinger, 2018). It is
11

important to analyze this population of teachers for current and future implications on the state of
teacher preparation.
Alternative Certification: Intern Programs
There are several alternative certification pathways to becoming a certified teacher in
California. Intern programs will be highlighted for this study, as they provide a unique, job-
embedded experience for teacher candidates. There are two types of intern programs in
California: university intern programs and district intern credentialing programs.
District intern programs were created in 1983 and have had three primary goals since
creation. The first goal is that districts can meet their needs for teachers in specific credential
areas that local universities were unable to meet. The second goal is the development of
programs that address the needs of their students and prepare teachers to work in urban, low-
income communities. Lastly, intern programs would provide an alternate route for individuals
wanting to become teachers but who are unable to do so through traditional programs (Tierney &
Philip, 2011).
In district intern programs, teacher candidates must be employed in a school district or
county office. They must also have a bachelor’s degree and must have passed the California
Basic Education Skills Test (CBEST), passed subject matter competence via coursework or
exam, and have completed a course in the provisions and principles of the U.S Constitution or
equivalent exam. Teacher candidates can qualify for a district intern program if the intern will be
guided and supported throughout the training period by a certificated employee who has been
designated per California Education Code Section 44830.3(a) (California Commission on
Teacher Credentialing, 2009).
12

District interns are subject to many requirements, including establishing and executing a
professional development plan to ensure they can meet the requirements to be recommended for
their preliminary teaching credential (California Commission on Teacher Credentialing, 2009).
These requirements include daily teaching responsibilities, training and instruction in child
development and subject pedagogy, instruction in teaching English Language Learners,
additional courses given by the district, and a successful evaluation of their performance. In
order to ensure a highly qualified and effective teacher, these requirements are necessary to
support a new teacher.
The requirements for university intern programs are primarily similar. All credential-
through internship applicants must already possess a bachelor’s degree, meet the basic skills
requirement, and complete background clearance requirements. All candidates must also pass the
appropriate subject assessments and a U.S Constitution exam. Those pursuing this pathway are
given an intern credential for a 2-year period during which the candidate completed all
requirements for their preliminary credential (California Commission on Teacher Credentialing,
2009).
University intern programs are similar to district intern programs. However, they are
administered by California colleges and universities in partnership with local school districts and
county offices. All teacher candidates must be enrolled in a Commission-approved internship
program and upon successful completion of all requirements, the college or university will
recommend the teacher candidate for a preliminary teaching credential. University intern
programs provide candidates an opportunity with full-time employment as a teacher. The
program often consists of coursework, field experiences and seminars that prepare interns with
the knowledge and skills to work effectively with diverse populations. Intern program features
13

courses that link theory with practice and support with developing reflective practitioners. It also
ensures individualized mentoring and coaching.
Intern programs are best suited for those who are committed to on-the-job training
(Tierney & Philip, 2011). The practicality, immediacy, and relevance of the coursework are
highly praised from teacher candidates who are not new to the professional workforce (Tierney
& Philip, 2011). Such alternative programs are made more accessible to participants by
scheduling courses in the evenings, allowing participants to continue to work. These efforts
demonstrate that there are viable approaches to diversifying the teaching workforce. Research
has found that alternative pathways tend to have a higher percentage of math and science
teachers, males, and BIPOC (Johnson et al., 2005). By lowering the barriers into the teaching
profession, it creates more accessible pathways. (Zinger & Normore, 2016). Intern programs
provide individuals with early entry into the classroom (Grossman & McDonald, 2008).
Teachers secure a provisional license that allows them to serve as the teacher-of-record while
completing requirements to earn a credential, including meeting coursework and or pedagogical
requirements (Grossman & Loeb, 2008).
Alternative certification programs have become popularized because of their expedited
entry into the teaching profession without completing a standard 4-year university-based
program (Constantine et al., 2009). Such programs rely on condensed coursework and the
support of mentor teachers to support teacher candidates (Humphrey & Wechsler, 2007; Redding
& Smith, 2016). Teacher candidates in intern programs are fully employed teacher-of-record
while they are completing their coursework. Intern candidates are also most commonly found in
hard-to-staff schools and locations such as low-income communities of color (Smith & Ingersoll,
2004). Due to the expedited and compressed nature of alternative certification, as well as the
14

challenges they may face at their school site, it is no surprise that teacher candidates have
different experiences than candidates in a traditional teacher preparation program. As this
population of teachers continues to grow, research should also examine the causes of teacher
shortages in order to best retain novice teachers.
Teacher Shortages
Although alternative certification programs have been proven to reduce some of the
barriers to becoming a teacher, teacher shortages continue to be a pressing issue and it is
imperative to analyze repeating patterns to identify factors that have led to shortages, including
its disproportionate impact on BIPOC educators.
According to a report presented by the Learning Policy Institute and the California
School Boards Association, 75% of California districts reported shortages since 2008. In
addition, it has also been a challenge to recruit and retain highly qualified teachers (Darling-
Hammond & Berry, 2006). Carver-Thomas and Darling-Hammond (2017) outline a variety of
reasons for why this issue continues. Some major reasons for leaving the teaching profession
include “dissatisfaction with testing and accountability pressures, lack of administrative support,
dissatisfaction with their teaching career, including a lack of opportunities for advancement and
dissatisfaction with working conditions” (p. 5). Other factors can include insufficiency in the
preparation teachers have had prior to entering the profession and the administrative support they
receive as a new teacher. Dissatisfaction with the job or changing fields in search of a better job
are the top reasons for teacher attrition (Clandinin et al., 2015; Ingersoll, 2001;). High rates of
teacher attrition are also a result of poor working conditions and lack of administrative support.
In addition, many of these issues happen simultaneously, contributing to teacher shortages. This
comes as a major concern as there have been many efforts to properly prepare and support
15

teachers, yet the findings suggest the number of teachers leaving the profession continues to
increase.
McConney et al. (2003) found in an evaluation of reform efforts at the Baltimore City
Public School System (BCPSS) that lack of support was a key factor for attrition in the district.
As many as 60% of teachers were leaving after the 5th year and 40% of teachers left by the end
of their 3rd year. Participants stated that the lack of support and communication led to their
dissatisfaction and ultimately, their decision to leave. Researchers have explored teacher attrition
and turnover as a function of individualistic characteristics of teachers, but rarely on the function
of the schools in which they work (Ingersoll, 2011). Addressing the organizational sources of
low retention can help to identify the cause of high teacher turnover, especially in urban schools.
Most teachers who leave the profession have less than 10 years of teaching experience
(Inman & Marlow, 2002), and 50% of teachers leave the profession in the first 5 years (Smith &
Ingersoll, 2003). The numbers are most concerning in urban schools, where turnover rates can
exceed 50% in 1 year and may exceed 80% over 5 years (Gray & Taie, 2015; Zinger, 2018).
Fewer teachers are interested in working in urban schools, further perpetuating teaching
shortages and contributing to the inequity of urban schools (Achinstein et al., 2010; Anderson &
Stillman, 2013; Ronfeldt et al., 2014).
Ingersoll and Smith (2003) introduced the idea of the leaking bucket, in which the rate of
teachers leaving the field surpasses the school’s ability to fill anticipated vacancies from
retirement. As a result, schools are struggling to find quality teachers to hire and therefore hiring
individuals who are not certified. The pandemic has further exacerbated this challenge. The
Bureau of Labor Statistics found that there are currently 567,000 fewer educators in America’s
public schools today than there were before the pandemic (National Education Association,
16

2022). Although, teacher shortages have been an issue historically, these shortages have grown
in the past 3 years. In particularly, teachers are experiencing burnout due to overwhelming
workloads (National Education Association, 2022). An alarming 55% of teachers plan to leave
teaching earlier than planned, with even higher numbers among Latinx and Black teachers, who
are already underrepresented in the teaching profession.
It is simply not enough to recruit individuals into the teaching profession. Efforts must
also be made to retain effective teachers, especially BIPOC teachers who teach in urban schools.
Diversifying the Teaching Profession
BIPOC educators play a crucial role in ensuring equity in education. Schools are better
equipped at addressing racism when there are individuals with diverse experiences, perspectives
and are committed to anti-racist practices.
The education system has had many discussions about diversity, yet the majority of the
teaching workforce is predominantly White (Carver-Thomas, 2018; California Department of
Education, 2019). While many schools will publicly share their diversity, equity, and inclusion
statements, few are able to increase the racial diversity in their staff. High attrition rates of
BIPOC educators continues to widen the diversity gap and undermines the work of initiatives
intended to narrow the gap (Ingersoll, 2017). The diversity gap is defined as “a demographic gap
creating a teacher-learner disconnect that contributes to the often-dismal academic performance,
high dropout rates, low graduation rates of diverse urban students” (Waddel & Ukpokdu, 2012,
p. 2). Others may use the term demographic divide to illustrate the racial and ethnic
disproportionality between teachers and students. Underrepresentation of BIPOC in education
continues to be a major concern. The student population continues to increase while the teaching
force remains racially or ethnically homogenous and largely White (Carver-Thomas, 2018).
17

BIPOC educators face structural barriers that keep them out of the classroom. An
example is the financial burden of high-stakes assessments (Mastrippolito, 2019; Villegas &
Irvine, 2010). Teachers are required to take multiple high stakes standardized assessments that
are typically over $100 per examination. Standard exams have a long history of posing barriers
through race, culture, gender, and class while justifying and reproducing discrimination
(Mastrippolito, 2019; Tuck & Gorlewski, 2016). Testing for-profit companies are connected with
many facets of education, including administering and scoring teacher requirements such as the
California Teacher Performance Assessment (Tuck & Gorlewski, 2016). These systemic
processes of exclusion discourage BIPOC individuals from entering the profession.
Ingersoll et al. (2017) reported that the diversity gap is not just a consequence of being
unable to hire teachers of color, but rather retaining them. BIPOC teachers leave the profession
at a higher annual rate than their White counterparts (Carver-Thomas, 2018; Ingersoll et al.,
2017). Many teachers reported being the only BIPOC teacher on their campus which can lead to
feelings of isolation and alienation (Shafer, 2018). Consequently, being the only BIPOC teacher
on campus may lessen their feelings of school connectedness and belonging, which are essential
psychological elements that can determine performance (Lopez, 2003). Institutional practices are
fixed in the United States and are constructed from the majority group culture. Those who do not
identify as part of the majority do not see themselves represented or integrated. This creates
cultural discontinuity (Tyler et al., 2008) and further expands the isolation that many BIPOC
educators experience. Consequently, many schools face a racialized hierarchy where teachers of
color do not feel welcome or respected and leave the teaching profession (Tyler et al., 2008).
The discrepancy between students of color and teachers is troubling, as research found
many positive benefits for students when assigned to a demographically similar teacher (Egalite
18

et al., 2015; Waddell & Ukpokodu, 2012). Furthermore, researchers have identified a correlation
between having a BIPOC teacher and academic success for students of color (Bryant, 2015).
Impact of BIPOC Educators
There is much value that BIPOC educators add to schools and classrooms. Carver-
Thomas (2018) highlighted that increasing the diversity of teachers may positively contribute to
teacher satisfaction, retention, and decreased feelings of isolation. A diverse workforce supports
the interrogation of the barriers and practices that hinder enhancing racial diversity (Sensoy &
DiAngelo, 2017). BIPOC educators not only serve as role models for all students, but also have
the potential to improve academic outcomes and school experiences of BIPOC students (Villegas
& Irvine, 2010). Evidence from social learning theory further recognizes role modeling as a
positive influence (Bandura, 2000). The theory proposes that not only behavior, but learning,
performance, and attitudes can be developed through interaction and exposure to role models
(Bandura, 2000).
Evidence shows that BIPOC students experience higher achievement rates when taught
by teachers who mirror their identity (Bean-Folkes & Ellison, 2018; Kumar et al., 2018).
Overall, the presence of teachers who look similar and can relate to BIPOC students may
facilitate student engagement and motivation, further highlighting the need for a more diversified
teacher workforce (Bristol & Martin-Fernandez, 2019). The cultural similarities between
students and teachers have been shown to benefit students in several ways, including creating
learning partnerships and decreased stereotype threat (Gehlbach et al., 2016; Scott & Alexander,
2019; Jackson & Kohli, 2016; Vinopal & Holt, 2019).
Students who feel seen and heard in the classroom cultivate a sense of belonging and are
more likely to continue building those important relationships to decrease stereotype threat (Platt
19

& Hoosier, 2020). To confront the issue of stereotype threat, teachers must be aware of their own
implicit biases which can cloud perceptions of student behavior and lead to harsher and
exclusionary discipline practices (Downey & Pribesh, 2004). Many teachers hold racial
stereotype-informed biases which can impact teachers’ expectations of their students, ultimately
having a detrimental repercussion on student’s achievement levels (Beachum & Gullo, 2020).
White teachers make up on average 84% of the teaching force in America’s public schools
(Matias, 2013). The reality of the teaching population may impact the school culture experience
for students of color and impact teachers’ ability to provide students of color with culturally
responsive instruction (Matias, 2013).
There is an added value for students of color to be taught by teachers of color, especially
Latinx and Black teachers (Bristol & Martin-Fernandez, 2019; Phillip et al., 2020). One study
found that the shared language between Latinx teachers and Latinx students promotes effective
learning (Donato & Hanson, 2012 as cited in Bristol & Martin-Fernandez, 2019). Similar
research identified positive social and emotional influences of Black teachers on Black students
(Ladson-Billings, 2009). In the study, it found that Black teachers have a higher level of
multicultural awareness, which fosters a more adaptive, culturally responsive classroom
environment for Black students (Cherng & Halpin, 2016; Ladson-Billings, 2009). Black students
who are exposed to at least one Black teacher in their primary grades increases the likelihood of
graduating high school and enrolling in college (Gershenson et al., 2016).
Relationships are essential to teaching and the establishment of trust is the foundation of
a lasting relationship. In a school setting, BIPOC educators can foster these relationships through
a shared culture, language, and lived experiences (Bristol & Martin-Fernandez, 2019; Monzo &
Rueda, 2001). Teachers of color also play a role in shifting how power may operate in schools
20

when creating relationships with families in communities of color (Brown, 2020). Students,
parents, and community members feel heard and understood more often by teachers of color.
This establishes a partnership built on trust, empathy, and authentic care. The presence of a
positive sense of community among families, teachers, and students is an important indicator and
aspect of successful schools. Therefore, increasing the representation of BIPOC teachers can
positively impact BIPOC students (Blum & Libby, 2004; Villegas & Lucas, 2004).
Mentorship
Teaching is just as much about relationships as it is about instruction (Villegas & Irvine,
2010). Relationships are valuable for students, as well as teachers, specifically mentorship
relationships (Thompson, 2018). Mentorship in teaching is characterized as a collaborative
partnership that includes personal and professional guidance provided by an exemplary teacher
(Smith & Ingersoll, 2004; Tillman, 2005). Teacher mentoring programs began in the early 1980s
as a mechanism to support new teachers as they transition into the teaching profession and
reduce their attrition rate (Strong, 2005; Wang & Odell, 2002). Mentorship programs can be
classified into four general categories, including collegial models, coaching models,
apprenticeship models, and training program models (Davis, 2015).
Collegial models are more informal and are often described as friendships or informal
networking. The coaching model combines both formal and informal training and opportunities
of support. Mentors support their mentee through their preparation and professional experience.
In the apprenticeship model, new to career individuals work alongside a seasoned worker to
develop their professional skills. Lastly, in the training model, mentors may provide more
emotional support in addition to building workplace skills and knowledge (Davis, 2005).
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Mentorship for teachers may include a combination of all these models, especially because
individuals may receive support from a mentor during preservice and induction.
Traditional mentorship programs have become a valuable model to assist novice teachers
in acclimating themselves to the profession. It is meant to serve as a bridge for the transition
from pre-service to in-service teaching (Thompson, 2018). Research has shown the many
benefits of having master teachers be mentors for preservice teachers (Orland-Barak & Wang,
2021). Mentors aid preservice teachers in connecting what they learn from their preparation
program and transfer that knowledge to real life teaching contexts. Mentors can also support
preservice teachers’ retention and personal growth to increase teacher effectiveness (Krummel,
2013; Orland-Barak & Wang, 2021). Preservice teachers recognize their mentor teacher as a
necessary factor of their preparation as they guide their professional development (Parker et al.,
2021). Mentors not only cultivate a novice teacher’s ability to reflect on their teaching practice
and pedagogical knowledge but can also serve as a role model. There is power in teachers seeing
themselves represented in their mentors, as a position of authority (Atkins et al., 2014).
Teachers who receive sufficient support required for their school contexts are more likely
to continue in the profession, often leading to more opportunities for professional and personal
development (Achinstein et al., 2010; Tillman, 2005). Studies found that student academic gains
were greater for classrooms in which the teacher had access to consistent mentoring supports
(Fletcher & Strong, 2009). Similarly, teachers who were exposed to an intense level of structured
mentoring experiences demonstrated higher levels of student engagement than those who were
not (Stanulis & Floden, 2009). These supports can include co-planning, problem-solving,
personalized coaching, and providing timely feedback, which are all necessary components that
preservice teachers need to become effective educators.
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It is evident that mentorship for teachers is important and should be prioritized. However,
there is a lack of research that shows the impact of mentorship for intern educators. Interns
require a combination of all four mentorship models to meet their unique needs. Intern educators
learn complex skills while on the job and in challenging environments. Research is needed to
learn how mentors can support intern educators in the development of their practice through
questioning, instruction, collaboration, observation, and feedback. Interns need to be supported
to apply knowledge gained from research to continually develop skills, while immediately
impacting and improving their classroom in pursuit of equitable student outcomes.
Additionally, there is much to be learned about the impact of BIPOC mentors on BIPOC
educators. Teachers of color may find that schools do not recognize their cultural resources and
thus experience alienation from their school’s goals, particularly concerning issues of diversity,
antiracism, and social justice (Achinstein et al., 2010). BIPOC teachers, especially those who
may be the only one at their school, may feel alienated from their professional identity and goals
because they face racial stereotyping and microaggressions (Jackson & Kohli, 2016). Mentors
who do not identify as BIPOC may fail to exercise sensitivity to issues of race and inequity that
BIPOC teachers need to prevent turnover (Ginsberg & Budd, 2017).
Brunsma et al. (2017) analyzed the role that mentorship played in the experience of
graduate students of color. They found that mentees typically looked for and benefit from
mentors who share a similar identity aspect, including racial or ethnic background. McCoy et al.
(2015) conducted a similar study of graduate students of color mentorship programs finding that
White mentors often applied a colorblind approach in working mentees who identified as
students of color. This included assumptions that students of color had lower aspirations than
their White peers. This suggests how important it is for mentors to understand the identity
23

differences of mentees to enable all students to receive culturally responsive mentorship that will
help them be successful.
Researchers have also argued that same-race affiliation and culturally responsive teaching
are critical to the education of BIPOC students and teachers (Gay, 1995; Ladson-Billings, 1995).
With the growing diverse population, mentors may be called upon to cultivate novice teachers'
reflection to be able to understand the unique funds of knowledge and varied learning styles and
needs of students from various racial, ethnic, and socioeconomic groups (Tillman, 2005).
Just as students benefit from having teachers who have similar cultural backgrounds,
teachers may also benefit from having mentors who have a deep intercultural understanding. To
achieve greater retention of BIPOC educators, they need BIPOC mentors who can provide
support and development of their critical consciousness and challenge the status quo. It is noted
that that rigorous, well-structured mentorship programs improve beginning teachers’ practices
and positively affect student’s academic growth (Achinstein et al., 2010; Stanulis & Floden,
2009)
Critical Race Theory
Critical race theory (CRT) is a set of interconnected beliefs about the significance of race
and racism in society (Ladson-Billings & Tate, 2006). Conceptually, CRT explains that racism is
normalized and deeply ingrained legally, culturally, and psychologically (Solorzano, 1997;
Tatum, 1997). CRT is both a theory and an active approach to examining the role of race and
racism in various systems, including education. Sleeter et al. (2014) describes that the inequitable
racial representation in the teaching workforce is a by-product of institutionalized, systemic
racism. Racism is used not only in relation to obvious forms of race hate, but also encompasses
hidden operations of power that disadvantage minoritized groups (Tate, 1997). CRT is both
24

conscious and unconscious and is used to challenge the dominant power structure (Lynn, 2004;
Solorzano, 1997).
A tenant of CRT argues that racism is permanent in society and one way to begin to
disrupt this is to give voice to the narratives of marginalized people (Ladson-Billings & Tate,
1995; Sleeter et al., 2014). Naming one’s own reality and the exchange of stories from teller to
listener can help dismantle systems of power that view the world in one way (Ladson-Billings,
1995). Delpit (1993) notes that education fails to amplify the voices and dialogue of BIPOC.
They are often silenced and overlooked and as a result, creates an imbalance in the culture of
power. The culture of power reflects those who already have power in society, making it arduous
for those who do not already have power to obtain it (Delpit, 1993). This can often lead to
minoritized groups to internalize stereotypes that society has constructed to maintain an unequal
power dynamic. However, CRT uplifts storytelling as means to communicate the realities of the
oppressed to catalyze social justice (Ladson-Billings, 1995).
Through the narratives of people of color, one can become aware of the existence and the
disadvantageous impact of racism (Harmon, 2012). CRT in the context of education requires
individuals, especially educators, to examine curriculum, policies, and the institution through the
lens of people of color (Solorzano et al., 2000). Capper (2015) states that school leaders should
apply the counter narrative CRT tenet to listen to the perspectives and stories of BIPOC
educators to take proactive steps to eradicate racism in policies and practices. In order to start the
conversation needed to challenge structures and systems, schools need to focus on the critical
voices of BIPOC educators (Brown, 2014).
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Culturally Responsive Pedagogy
Gay (2000) describes culturally responsive pedagogy as the use of cultural knowledge,
prior experiences, frames of reference, and performance styles of ethnically diverse students to
make learning relevant. It teaches to and through the assets of students and is culturally
validating and affirming. A culturally responsive pedagogy puts students at the center of learning
and fosters critical problem solving while building relationships with students, families, and
communities (Irvine & Armento, 2001; Kumar et al., 2018). Irvine (2002) further explained that
culturally responsive pedagogy can transform curriculum because the content is viewed from
multiple perspectives, including the lens of the oppressed and disenfranchised groups.
Culturally responsive education is one of the most effective means of meeting the
learning needs of culturally diverse students (Gay, 2000; Ladson-Billings, 2010). Incorporating
and utilizing students’ cultural references in instruction empowers students intellectually,
emotionally, emotionally, and politically. It creates opportunities for students to actively engage
in the meaningful learning of knowledge and skills (Gay, 2000; Milner, 2011). Culturally
responsive pedagogy also insists that students cultivate cultural competence and critical
consciousness, which empowers them to challenge the status quo. If education implements
culturally responsive pedagogy, it can prepare individuals to change society, not merely just try
to fit into it (Harmon, 2012). This is especially important for those who often do not see
themselves represented in spaces of power. In connection with CRT, these frameworks have a
common goal of dismantling a deficit approach to education for BIPOC students, while uplifting
their voices and strengths. Ultimately, it will create opportunities for BIPOC students to see
themselves belonging in academic spaces (Gay, 2000). It is a fundamental shift in pedagogy to
support students in thinking critically about their learning and social systems (Hammond, 2014).
26

Educators must thoughtfully design instruction to recognize the uniqueness of a student's
background. In addition, educators must incorporate elements of their students’ culture in their
learning. By listening to their students and allowing students to share their personal stories,
educators can create bridges that connect students' funds of knowledge and content knowledge
(Irvine & Armento, 2001). A culturally responsive way of teaching will support students in
accepting and affirming their cultural identity while developing their critical perspectives to
challenge inequities that schools can perpetuate (Ladson-Billing, 1995). Mentors of teachers can
also employ a culturally responsive pedagogy through mentoring (Shorb, 2021). In order for
educators to become culturally responsive, they must feel that their culture is being validated and
affirmed so that they may analyze how their experiences in education impact how they show up
in the classroom (Shorb, 2021). Mentors can establish cultural congruence between an intern
educator’s cultural identity and the culture of their schools to develop their critical consciousness
(Khalifa et al., 2016; Villegas & Irvine, 2010).
Summary of the Literature
Alternative credentialing programs continue to grow in popularity due to the fast-tracked
and job-embedded nature of the programs that lower barriers into teaching (Humphrey et al.,
2018; Woods, 2016). Currently, almost a quarter of new teachers obtain their credential through
an alternative certification program (Zinger, 2018). Alternative credentialing programs continue
to address teacher shortages, high turnover, and the lack of a culturally diverse teaching force
(Zinger & Normore, 2016). However, individuals who do not yet have their credential or attend a
short-term alternative certification program are more likely to leave the profession (Borman &
Dowling, 2008; Darling-Hammond, 2016). This particular population is at a greater risk of
27

leaving the teaching profession, therefore it is urgent that research focuses on their experiences
and needs to support their retention.
More than half of public-school students identify as BIPOC; yet most schools are
organized around the mainstream culture of White Americans. The culture that many students
experience at home and in their communities is not always represented at school or is
represented in a stereotypical way. It is evident that there is a cultural gap due to the growing
population of BIPOC students in public schools and the decline of BIPOC teachers (Achinstein
et al., 2010). Similarly, BIPOC educators may have a difficult time navigating the complex
educational structures that heavily expel White supremacy culture, often creating incongruity
between their own cultural identities and the culture of the school (Achinstein et al., 2010).
Schools are not always best equipped to recognize BIPOC educators’ culture as a resource, thus
they may experience division and alienation from their school, particularly concerning issues of
diversity, antiracist practices, and social justice (Achinstein et al., 2010). Mentors who also
identify as BIPOC are often better equipped to support BIPOC educators due to a deeper
understanding of the cultural experiences to bridge home and school cultures (Villegas & Lucas,
2004). Mentors are a form of social capital in which they provide collaboration, networking, and
individualized professional development (Johnson, 2004).
CRT and culturally responsive pedagogy are used to amplify the narratives of BIPOC
educators to understand their unique experiences as they navigate the intersections of being a
BIPOC intern educator with a BIPOC mentor. Understanding their experiences, assets, and needs
may help lead to solutions to address the lack of diversity in the teaching workforce and the
disproportionately high teacher turnover for BIPOC educators, especially alternatively
credentialing educators.
28

Chapter 3 will discuss the methodology of the study. The chapter provides an overview
of the study design and examines the research questions. Data instrumentation and sources for
data collection are reviewed along with the methods of analysis.

29

Chapter Three: Methodology
Retaining a diverse teaching force has been an ongoing challenge for many years. In
particular, Black, Indigenous, and other teachers of color are both underrepresented and exiting
the teaching profession at higher rates than White teachers (Kohli, 2018). According to the
National Commission on Teaching and America’s Future (2010), nearly 50% of new teachers
leave the profession within the first 5 years. In addition, a study found that the numbers for
teachers leaving are higher for teachers who do not have their credentials or have attended an
alternative certification program, such as university intern programs (Sutcher et al., 2016).
Nearly a quarter of new teachers entering the profession are through alternative
pathways; and due to substantial vacancies within schools, the number of alternatively certified
teachers continues to grow (Redding & Smith, 2016). Many teachers opt for a university intern
program that allows them to earn their credential while being the teacher on record. However,
intern teachers are faced with the challenge of completing coursework while also teaching full-
time. As such, there is an increased urgency to support intern teachers. The California
Commission on Teacher Credentialing (CTC) requires all intern teachers to have an onsite
mentor who provides a minimum of 189 hours of support, supervision, and mentorship each
year.
Research has shown that mentorship can be a beneficial resource that increases teacher
effectiveness by providing individualized support (Krummel, 2013). Mentor teachers provide
new teachers with structured systems of support and engage them in reflection of their teaching
practice. Mentoring programs have been shown to positively influence beginning teachers’
decisions to remain in teaching (Smith & Ingersoll, 2004).
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Retaining a culturally diverse teaching force has great benefits to all students. Teacher
diversity also benefits other BIPOC teachers who experience feelings of isolation when there are
few BIPOC teachers at their school. Increasing teacher diversity can decrease turnover, a key
factor that contributes to shortages and instability in schools (Carver-Thomas, 2018). Research
must focus on how schools can retain beginning teachers and support them in becoming highly
qualified, culturally responsive educators, who are prepared to teach a diverse set of students.
Purpose of Study
The purpose of this study is to understand and examine the experiences of BIPOC intern
educators with BIPOC mentors. The participants in this study are especially important because
they are all BIPOC who are completing an intern program to earn their preliminary credential
while being a full-time educator that has a BIPOC mentor. This leads to multi-layered
experiences of a beginning educator.
Three research questions guided and narrowed the focus of the study:
1. What are the experiences of BIPOC intern educators who have BIPOC mentors?
2. To what degree does having a BIPOC mentor support BIPOC intern educators’
culturally responsive pedagogy?
3. How do the experiences and relationships with their mentor influence, if at all, intern
educators’ attitudes towards staying in the teaching profession?
Selection of the Population
A non-probability, purposeful sampling was used for this study. Thus, individuals had to
meet specific requirements to participate in the research. Participants had to be enrolled in an
intern program and identify as BIPOC, with a mentor who also identifies as BIPOC. Table 1
highlights participant criteria for the interview and survey. To conduct the study, I used
31

convenience sampling of university intern programs in California because of the similarities in
programs and requirements for mentors that would help with internal generalizability. Table 1
displays the survey and interview criteria for participants.

Table 1
Criteria for Sample Selection
Survey Interview
Identifies as BIPOC
Enrolled in an intern program
Has a mentor who identifies BIPOC
Identifies as BIPOC
Enrolled in an intern program
Has a mentor who identifies as BIPOC

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Participants were recruited from a variety of university intern programs across northern
California. All teachers who met the requirements will be informed about the study and
participating will be voluntary. To ensure a purposeful sampling to gather rich and descriptive
data, participants will be limited to eight. This smaller sample size is important for conducting
in-depth interviews. If more than eight qualified participants are interested, a random sampling
selection will be used to ensure I have a small, purposeful sampling. The researcher’s focus is on
all intern educators that Identify as BIPOC regardless of gender or year in the program. The
sample population is limited to teachers in California enrolled in an intern program. A limitation
of this sample is that it is unable to generalize results to all teachers in an alternative pathway to
credentialing.
In summary, the present study used a qualitative methodological approach because it
aimed to understand participant experiences (Merriam & Tisdell, 2016). This was the appropriate
methodological approach as the research used an exploratory and an inductive process, rather
than testing a hypothesis (Merriam & Tisdell, 2016). Using qualitative methods, the researcher
can gather rich descriptions of contexts and participants’ lived experiences.
Methodology
The methodology included qualitative data from semi-structured interviews and surveys.
Using different methods allowed for different strengths and limitations to support a similar
conclusion (Maxwell, 2013). Interviews allowed the researcher to understand educators’
perspectives through open-ended questions and the semi-structured format provided the
opportunity for flexibility while utilizing the planned questions. Surveys were given to gather
background data and additional information on how, if at all, mentors supported the development
of intern educators’ culturally responsive pedagogy and intern educators’ attitudes towards
33

staying in the teaching profession through their experience and relationship with their BIPOC
mentor.
The first and second research questions were addressed in the interview and the second
and third research questions were addressed in the survey. Interviews and surveys were
conducted to triangulate the data to find consistent themes.
Instrumentation
Based on the reviewed literature and research questions, there were two instruments used
to collect qualitative data for this study. The first instrument was a semi-structured interview (see
Appendix A) and the questions were written to target the first and second research questions. A
semi-structured interview allowed for flexibility and provided the opportunity for additional
probing on questions. There were a total of 17 questions and all interviews were recorded, with
consent, and notes were taken throughout the interview. The essential role of the researcher as an
instrument was to conduct research in an ethical and thorough manner to understand the
experiences of BIPOC intern educators with BIPOC mentors.
The second instrument that was used for this study was a survey. The survey had four
parts with a total of 18 questions (see Appendix B). The questions in the survey focused on the
second and third research questions. Part I of the survey targeted educators’ demographic
information as well as behavior information regarding frequency and nature of meetings between
intern educators’ and their mentor. Part II of the survey consisted of more specific information
around relationships with their mentor. Part III of the survey focused on experiences with their
mentor in relation to culturally responsive pedagogy and cultural relevance. Part IV addressed
educators’ attitudes towards staying in the teaching profession through their experience and
relationship with their BIPOC mentor. Fourteen questions were close-ended and four were open-
34

ended. The survey instrument was accessible to all eight participants using Google forms. The
survey created for this study was to provide the researcher with a numeric description to support
in validating the data collected during interviews. The second and third research questions were
addressed in the survey.
Both instruments were field tested prior to being conducted with participants to aid in
validity and reliability of the methodology.
Data Collection
To begin data collection, I identified four university intern programs to serve as my sites.
I then contacted the program directors to build a relationship and gain access. Next, my criteria
for participants were used to gather a purposeful sampling. Participants were asked a month in
advance to schedule a date and time for the interview to provide ample time of notice.
Participants also had the choice to have the interview take place in person or over zoom to
accommodate the teacher’s schedule. The researcher took notes as well as recorded the
interview, with consent, to be able to review afterwards to ensure verbatim translation. Each
interview took approximately one hour to complete, and follow-up emails were made as
necessary to clarify any important information needed to target the research question. All the
interviews were transcribed and reviewed by the researcher. Participants were reminded that 2
months after the interview, they will receive an additional survey to complete. The survey was
given 2 months later in the school year to allow time for educators to work with their mentors.
Data Analysis
The first step in qualitative analysis is to read the interview transcripts and listen to
recordings of the interview (Emerson et al., 1995). While listening and reading, I took notes on
35

what I saw and heard to develop tentative ideas about categories and relationships for my
thematic analysis.
There were multiple steps taken to ensure validity and reliability throughout the study
such as triangulation, member checking, and field testing of instruments. I also engaged in self-
reflection to recognize and bring awareness to my positionality and biases that may have
influenced participants.
Summary
The present study used a qualitative approach to gather rich, descriptive data to
understand the experiences of BIPOC intern educators with BIPOC mentors. Interviews were
conducted to learn about the experiences of BIPOC intern educators with BIPOC mentors and
how, if at all, they were supported in developing their culturally responsive pedagogy. Surveys
were given to collect additional qualitative data to understand teachers’ development of
culturally responsive pedagogy and to know what their attitudes towards staying in the teaching
profession are based on their experiences and relationships with their BIPOC mentor. These
findings have been presented in Chapter 4, with a discussion of the findings in Chapter 5.

36

Chapter Four: Findings
The purpose of this study is to understand the experiences of BIPOC intern educators
who have BIPOC mentors. Through gathering rich and descriptive data, the understanding helps
to identify what support is needed for BIPOC intern educators to become culturally responsive
practitioners. In addition, areas of strength and growth are identified to understand educators’
attitudes towards staying in the teaching profession based on their experiences and relationships
with their BIPOC mentor. Three research questions guided this study:
1. What are the experiences of BIPOC intern educators who have BIPOC mentors?
2. To what degree does having a BIPOC mentor support BIPOC intern educators’
culturally responsive pedagogy?
3. How do those experiences and relationships influence, if at all, educators’ attitudes
towards staying in the teaching profession?
I collected both survey and interview data from BIPOC intern educators who have
BIPOC mentors across California. The data were analyzed together to compare and corroborate
the findings.
Participants
There were eight participants for this study that met the criteria. All participants
identified as BIPOC, are enrolled in a university intern program, and have a mentor who
identifies as BIPOC. Educators across six different university intern programs were invited to
participate in the research and eight individuals responded to participate. Of the eight educators,
four are in Year 1 of their intern program, and the remaining four are in Year 2. All eight
participants participated in the interview and responded to the survey. Tables 2 and 3 provide
37

participant pseudonyms, time spent as an intern, and racial identity for the interview and survey
respectively.

Table 2
Interview Participants
Participant pseudonym Intern year Race
Tiffany 1 Pacific Islander
Brittney 2 Latinx
Esther 2 Latinx
Jeffrey 1 African American
Kristine 2 Asian American
Adam 1 African American
Carina 1 Latinx
Alison 2 Latinx

38

Table 3
Survey Participants
Survey respondent Intern year Race
1 1 African American
2 1 Latinx
3 2 Asian American
4 2 Latinx
5 1 African American
6 2 Latinx
7 2 Latinx
8 1 Pacific Islander

Results: Research Question 1
Research Question 1 asked the following: What are the experiences of BIPOC intern
educators who have BIPOC mentors? The existing research indicates that only 39% of California
teachers identify as BIPOC (Education Trust, 2022). Due to a lower number of BIPOC
educators, it is less common for a novice BIPOC educator to have a mentor who also identifies
as BIPOC. It has become increasingly challenging to have BIPOC mentors support BIPOC intern
educators as there may be a few or only one BIPOC individual at a school. In addition, intern
educators have expedited entry into the teaching profession and rely on condensed coursework
and the support of mentor teachers (Humphrey & Wechsler, 2007; Redding & Smith, 2016).
Research has found that individuals who complete an alternative credentialing pathway have
turnover rates that typically are more than double the rates of individuals who complete a
traditional preparation program (Darling-Hammond et al., 2005; Redding & Smith; 2016).
Therefore, the retention of educators of color, with a particular focus on alternative pathway new
teachers, is critical to increasing representation in the teacher workforce (Achinstein et al., 2010).
The first research question seeks to understand the unique experiences of alternative pathway
39

BIPOC educators who also have mentors of color. Both the interview and survey provided
greater insight to educators’ experiences.
Balance of Time Between Teacher Preparation and Professional Responsibilities
University intern programs are made more accessible to individuals by having courses in
the evening, which allow participants to be full-time educators. However, this also means that
individuals work eight, sometimes 9-hour days and then are still required to attend to their
teacher preparation responsibilities such as attending classes and engaging in coursework. Alison
described being an intern teacher as “a never-ending cycle of responsibilities. Sometimes it can
be difficult because meetings are planned after school, but I have class and homework to do. It is
a challenge switching my roles from a teacher to a student.” When asked what, if any, challenges
do you face being an intern teacher, Kristine noted:
It is a lot of work. Balance is key, but sometimes it can get challenging. There are a lot of
expectations and deliverables with such little time. Being a teacher is hard, but being an
intern teacher is even harder. You’re not only worrying about your assignments and
making sure you pass all the program and state requirements, but you’re also worrying
about your lesson plans, students, and other professional responsibilities. We’re required
to learn at a faster pace.
There is a connection between teacher workloads and teacher burnout that can often lead
to disengagement and higher turnover rates (Hentges, 2012; National Education Association,
2022). Other factors such as exhaustion and frustration have been linked to teacher turnover
(Jespen & Rivkin, 2009). Intern candidates are commonly found in hard to staff schools (Smith
& Ingersoll, 2004; Villegas & Lucas, 2004) that are usually under-staffed, causing teachers to
take on more responsibilities. The individuals interviewed all stated that balancing their time as
40

an intern educator is overwhelmingly difficult with the demands of the profession while learning
how to become an effective educator.
Support From Mentorship
Research has found that there are many positive benefits of having a mentor as a novice
teacher (Orland-Barak & Wang, 2021). Mentorship for an intern educator is a necessary
requirement of teacher preparation. They require 189 hours of support and supervision each year
of their program A minimum of 2 hours of support or mentoring and supervision should be
provided to an intern teacher every 5 instructional days (CCR § 80033, 2022). Mentor teachers
play one of the most influential roles in a novice teacher’s learning to teach (Orland-Barak &
Wang, 2021; Wang & Odell, 2002), therefore support is crucial. Survey results found that seven
out of eight educators meet with their mentor two to three times a week and one educator meets
with their mentor four to five times a week. Meetings last between 31-60 minutes per meeting.
In the past 3 months, educators met with their mentor mostly for coaching, co-planning,
feedback, and problem-solving regarding instruction and other student-related support. In
addition to receiving support as a novice teacher, it is also important to learn how support for
BIPOC intern educators may be different. When asked about ideal support looks like and who
can offer it, Adam responded:
Being an African American male teacher is hard because you don’t see many of us. Ideal
support for me would look like interrogating and dismantling oppressive systems that
keep me and other African American males from becoming teachers. It could also look
like supporting me in creating equitable systems in my classroom that are inclusive and
embrace the diversity of my students. My administration, other experienced BIPOC
teachers, and my mentor could offer these supports to me.
41

In response to the same question, Brittney reflected:
Ideal support for me would be to connect what I’m learning in my program, my own
experiences, and what I’m doing here at work. My mentor often asks me what I learned
this week and how I can incorporate it into my teaching practice. This has helped a lot. It
makes my coursework relevant, and I also know that I can talk through my ideas or
challenges with my mentor if I need additional support.
Throughout the research, it was evident that educators had a positive experience with
their mentors and believed they had adequate support that impacted their professional learning,
especially when they are able to connect theory to practice.
Culture of Care, Cultural connection, and Trust
A diverse staff can contribute to teacher satisfaction, retention, and decreased feelings of
isolation for people of color (Carver-Thomas, 2018). Diversity also supports the interrogation of
the practices that create barriers for increasing racial diversity (Sensoy & DiAngelo, 2017).
BIPOC mentors can contribute to creating environments where BIPOC intern teachers feel a
sense of belonging. Creating a space where people feel seen, heard, and understood increases the
likelihood of engaging in the learning process and achieving positive outcomes (Hammond,
2014). Educators shared that they trusted their mentor and felt that they cared for both their
professional and personal well-being. Jeffrey shared this:
There is usually a focus or goal that we discuss, but my mentor is also responsive to what
I need at the moment. I feel like my mentor really listens and I’m comfortable letting
them know if something isn’t working for me and we problem solve together. I feel like
my mentor has my best interest at heart.
42

Research suggests that educators of color may be suited to teaching learners of color
because of a potential understanding of a student’s cultural experiences, the possibility of
implementing culturally responsive pedagogy, and building cultural bridges from home to school
(Villegas & Irvine, 2004; Villegas & Lucas, 2009). Teachers of color have been found to
produce positive results in increasing attendance and retention for students of color than White
colleagues (Clewell et al., 2005; Villegas & Irvine, 2009). When asked about having a BIPOC
mentor, Carina mentioned:
I have a positive relationship with my mentor. One thing that I really appreciate is that we
have similar backgrounds. We both grew up in the same city and are Latinx women. This
helps us connect in a more authentic way because I feel like I don’t have to explain
myself and she understands me.
Tiffany had to say this:
I would prefer to have a mentor who is a person of color. I know it can depend on the
person itself, but typically a person of color is more likely to understand and experience
the challenges marginalized folks face, especially in White dominant professional
settings. My mentor of color and I have these shared lived experiences.
Gay (2010) states that a culture of care within a culturally responsive context naturally builds a
different type of emotional and academic partnership with learners because it is anchored in
mutual respect that fosters a higher expectation for marginalized populations. Educators have
shared that these personal and authentic connections have made a difference in their relationship
with their mentor.
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Discussion: Research Question 1
Intern educators are required to take a faster-paced, job-embedded approach to learning,
which can often result in feelings of being overwhelmed and overworked. Additionally, BIPOC
educators have an added weight to their plate in trying to navigate the dominant culture in their
schools. Although a challenge, overall educators felt that they received sufficient support from
their mentor. Intern educators who can engage in a deeper reflection of their learning and apply it
to their practice, with the support from their mentor, can feel more successful. The research
suggests that the relationship between a BIPOC intern educator and their BIPOC mentor should
be anchored in care, cultural connection, and trust.
There is an opportunity for BIPOC intern educators to see themselves in non-deficit
ways, such as leadership roles like being a mentor in order to learn effective practices from
educators of color (Irvine, 2002; Ladson-Billings, 2009). Teachers who receive ample support
are more likely to continue in the profession which can lead to opportunities for continued
professional and personal development (Achinstein et al., 2010; Tillman, 2005).
Results: Research Question 2
Research Question 2 asked the following: To what degree does having a BIPOC mentor
support BIPOC intern educators’ culturally responsive pedagogy? Seventy-seven percent of
students in California are BIPOC and the population continues to grow (The Education Trust,
2022), therefore it is crucial that teachers enact a culturally responsive pedagogy and practice. A
culturally responsive practitioner creates a learner centered environment and leverages a
learner’s assets while being culturally validating and affirming. Culturally responsive
practitioners actively reflect on their own biases to dismantle a deficit mindset when thinking and
planning for their students. Implementing a culturally responsive pedagogy requires teachers to
44

cultivate knowledge and awareness about cultural diversity, design and adapt curriculum that
utilizes student’s cultural references and assets and demonstrate care to immerse students in
meaningful learning (Gay, 2002; Milner, 2001). To obtain an understanding of how participants
conceptualized CRP, they were asked to define culturally responsive teaching and to provide an
example of when they’ve utilized culturally responsive pedagogy in their classroom. All
educators had a foundational understanding of culturally responsive pedagogy. In addition, all
individuals discussed it being a part of their preparation program as well as an important factor
of the California Teacher Performance Assessment (CalTPA) that all teachers are required to
take and pass.
Strategy Versus Deep Reflection
Preparing to be a culturally responsive practitioner requires reflection (Hammond, 2015).
Teachers need to consider and recognize their behaviors, beliefs, and practices that may impede
their competence to teach a diverse population of students. Esther said this:
Culture and race come up often in my conversations with my mentor. For example, rather
than focusing on very U.S centered history, something that both my mentor and I
experienced in our own education, my mentor and I discussed focusing on Indigenous
voices and what the impact could be on their learning. Students have a deep cultural
connection to the land because many of their family members work in agriculture. While
planning for this unit, my mentor helped me to embrace centering student voices and
affirming their history and culture so that they can see themselves in what they are
learning.
Hammond (2015) described this as inside-out work, which requires “developing the right
mindset, engaging in self-reflection, checking our implicit biases, practicing social-emotional
45

awareness, and holding an inquiry stance regarding the impact of our interactions on students”
(p. 53). While this educator shared how her mentor engages her in reflection of the curriculum,
others shared what they believe to be culturally responsive strategies. Kristine noted:
I teach history and when planning my lessons, my mentor and I discuss how I can support
students in making connections to their lived experiences. We talk a lot about how it is
important to learn history from different perspectives and how our own experiences in
education were quite the opposite. A goal that my mentor and I have set is to create
learning activities that connect students’ prior knowledge and cultural experiences with
new knowledge.
Educators understand that they should leverage student’s cultural capital to make learning
contextual. However, in order to leverage diversity as an asset in the classroom, educators must
also interrogate the challenges that can interfere with accepting students who are different in
race, class, background, language, and gender (Hammond, 2015). Although building
relationships and getting to know students is an important aspect of culturally responsive
teaching, many teachers’ responses were missing the deep self-reflection of being an emotionally
conscious culturally responsive practitioner. In this study, most educators believed culturally
responsive pedagogy to be strategies they implement in their classroom to support student
learning. Educators shared that their mentors supported them by sharing best practices. Be that as
it may, there was a lack of responses that included developing the mindset of what it means to be
a culturally responsive educator and the support in reflecting upon one’s own cultural beliefs.
Only one educator shared that she receives quite a bit of support in developing a sociopolitical
consciousness and interrogating implicit biases.
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Mentor Training and Development in Culturally Responsive Pedagogy
Mentors who have not had exposure to students of different backgrounds or to culturally
responsive pedagogy have a greater chance of applying pedagogical practices that come from
their own experiences that may not always be culturally responsive (Gonzalez & Gabel, 2017).
This can create a challenge for supporting the BIPOC intern educator’s own development of
culturally responsive pedagogy. Mentor educators also need to do the inside out work of
interrogating one’s own values, beliefs, and assumptions to bring to light unconscious biases that
can impact how they support novice teachers in doing the same. Brittney stated:
It can be challenging to ask for support when you know your mentor has not done some
of the things that I need help with, like culturally responsive practices.
Research has shown that there can be an assumption that BIPOC educators are automatically
equipped to be culturally responsive educators (Brown, 2014). However, teachers in this research
shared that the support they receive depends on the training and development of their mentor.
Adam shared:
My mentor and I have been to workshops together. We are able to discuss what we have
learned and the influence it can have on student achievement and feelings of belonging.
My mentor has also been an educator for over 15 years, so I would say they are an expert.
Having a mentor who is knowledgeable about culturally responsive pedagogy has helped
me tremendously.
Discussion: Research Question 2
Intern educators are early in their career and are still learning the foundations of teaching
and culturally responsive pedagogy, therefore not all intern educators have fully conceptualized
that culturally responsive teaching is more than just strategies for instruction. All eight educators
47

shared that they feel somewhat confident in their abilities to be culturally responsive, therefore
they are just beginning to integrate culturally responsive pedagogy into their philosophies and
teaching practices. However, data indicates that a majority of educators feel that their mentor is
supporting them in developing their culturally responsive pedagogy by discussing student’s
cultural knowledge and leveraging their assets in their instruction. Engaging BIPOC intern
educators in dialogue about effective practices to meet the needs of culturally diverse students
can help bridge the gap between theory and practice.
BIPOC mentors’ capacity to engage intern educators in deep reflection of culturally
responsive pedagogy is dependent on their own training, development, and experience. In order
for mentors to support their interns, they must also change the way they think and teach students
and other teachers. Educators must examine their own identity to make pedagogical decisions
that are learner-centered (Jackson, 2018).
Results: Research Question 3
Research Question 3 asked the following: How do those experiences and relationships
influence, if at all, educators’ attitudes towards staying in the teaching profession? Existing
research found that individuals who begin teaching without having obtained a credential yet are
more likely to leave the profession (Borman & Dowling, 2008; Darling-Hammond, 2016;
Sutcher et al., 2016). This makes intern educators an at-risk population due to all individuals
working as teachers while they are working towards earning a credential. Unfortunately, this
number is even higher for BIPOC teachers who complete an alternative certification program
(Achinstein et al., 2010) Therefore, examining what can possibly improve the retention of
BIPOC intern educators, a commonly underserved population, is crucial to diversifying the
teaching force.
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Retaining highly qualified teachers has been a consistent challenge (Darling-Hammond,
2003). High rates of teacher attrition have often been a result of poor working conditions and
lack of administrative support (Carver-Thomas & Darling-Hammond, 2017). Mentorship has
been acknowledged as a solution to addressing the retention of new teachers (Tillman, 2005).
Mentors can be a form of social capital that can provide support such as collaboration,
networking, and both professional and personal development (Johnson, 2004).
A Sense of Community Is Important
BIPOC educators have the unique challenge of navigating educational structures that are
of the dominant culture, often not affirming or validating their own culture (Achinstein et al.,
2010). Due to this, BIPOC educators may experience division and alienation (Achinstein et al.,
2010). It was reported by every educator that having a BIPOC mentor fostered a sense of
community, which is an important factor that can influence an individual to stay in the teaching
profession (Johnson, 2007). Six out of eight educators reported that their mentors create an
environment that makes them feel supported, like they belong, and they can be their authentic
self often. Two out of eight educators reported that their mentor does this very often. Educators
shared that this was a result of having similar values and caring for and serving the community.
Research has found that mentoring can be an effective strategy for addressing the
retention of new teachers as well as aiding the professional and personal development of all
teachers (Claycomb, 2000; Tillman 2005). Six educators said continued support through
mentorship would increase the likelihood of staying in the profession, while two educators
shared it would somewhat increase. When asked what aspects of your experience with your
mentor have influenced your attitudes, Esther discussed the impact of modeling:
49

My mentor is my role model. I’ve noticed the different practices and relationships they
have with students that help them become active learners and I want to be a teacher who
does that. My mentor has also been an educator for over a decade at the same school and
that really inspires me to stay in education long-term.
Additionally, five educators reported that they are very likely to stay at their school because of
the relationships they’ve built with their students, colleagues, and mentor. Three educators
reported that they are not likely to stay at their school but expressed that their mentors have
helped to foster a sense of belonging, especially for the 1st-year teachers who were new to their
school and to the profession.
Institutional Factors Can Overshadow Positive Experiences and Relationships.
A higher percentage of new BIPOC educators often teach in hard-to-staff, urban schools
(Smith & Ingersoll, 2004; Villegas & Lucas, 2004). These schools are often understaffed and
have poor working conditions, which can result in lack of administrative support, another crucial
factor for teacher retention. Although all intern educators indicated they had positive experiences
and relationships with their mentor, ultimately there were other institutional factors that had
overshadowed their attitudes towards staying in the teaching profession. Two educators reported
that they are not likely to stay in the teaching profession after finishing the intern program.
Alison reported:
I have experienced burnout and with it being so early in my career, I am unsure if I am
able to continue teaching. I do not think there is enough support for teachers at the school
level. For example, I almost never have my preparation period or support from
administration to help with student discipline. I am also required to join committees and
am responsible for duties like recess, lunch, and after school pick up. It is just too much.
50

Similarly, Jefferey explained:
I appreciate my mentor, but there is only so much they can do for me. There are just a lot
of challenges that seem beyond my control and without a strong administration, it is very
unlikely that there will be a change. Other teachers I know have described similar
challenges at their schools, so it seems like an institutional problem.
Discussion: Research Question 3
Teachers that feel supported and have opportunities to collaborate are more likely to stay
in the profession (Merida-Lopez et al., 2020). Interviews and survey data shows that BIPOC
intern educators greatly value relationships and inclusive communities. This is especially
important for BIPOC educators as they may often experience isolation and discrimination in
schools that lack diversity (Darling-Hammond & Carver-Thomas, 2017). For the majority of
educators, these relationships and experiences foster a sense of belonging that have influenced
their attitudes towards staying in the teaching profession. However, it is also possible that other
institutional factors can take precedent over positive experiences and relationships with a mentor.
Where teachers work and conditions at their school site can also shape attitudes towards staying
in the teaching profession. If school cultures are unsustainable, teachers are unable to thrive and
may leave the school or the profession altogether.
Summary
Research question one focused on the experiences of BIPOC intern educators who have
BIPOC mentors. The findings indicate that intern educators are tasked with more responsibilities,
often creating a challenge to balance their time between coursework and professional duties.
However, they receive ample support from their mentors. Mentors are very responsive to their
needs of being a full-time teacher while engaging in condensed coursework to earn their
51

preliminary credential. The results also found that there was a deeper sense of cultural
connection, care, and trust. Educators did not feel as if they had to hide parts of themselves with
their mentor and indicated they preferred to have a mentor who identified as BIPOC.
Research question two focused on examining the development of BIPOC intern
educators’ culturally responsive pedagogy through mentorship with a BIPOC mentor. Findings
demonstrate that intern educators have a foundational understanding of culturally responsive
pedagogy but are still developing their practices around deep reflection and implementing
strategies. In addition, educators expressed that their mentor’s ability to support them depended
on their mentor’s own training and development in culturally responsive pedagogy.
Research question three centered on understanding if the experiences and relationships
educators had with mentors influenced their attitudes towards staying in the teaching profession.
The findings authenticate the importance of having a sense of belonging and community in the
workplace. Continued support through mentorship can increase the likelihood of staying in the
profession. However, other institutional factors such as poor working conditions and lack of
administrative support are equally as important to influencing attitudes towards staying in the
teaching profession.

52

Chapter Five: Discussion
In this chapter, findings are summarized to understand implications for practice in teacher
support, preparation, and education. Key findings are provided to inform current and future
educational leaders, mentors, and alternative credentialing programs of the unique needs of
BIPOC intern educators and practices to not only recruit but retain effective BIPOC educators. In
addition, recommendations for further investigation and research are made within the context of
this study.
California’s student population continues to become more diverse while the teaching
population stays predominantly White, resulting in a perpetual teacher diversity shortage
(California Department of Education, 2021). However, there have been efforts to increase
diversity, such as the creation of alternative credentialing pathways like university intern
programs. Johnson et al. (2005) found that teachers of color are more likely to enter the teaching
profession through alternative pathways. Despite efforts to recruit a diverse teaching force,
retaining teachers of color continues to be a challenge. Teachers of color tend to leave the
profession within the first 5 years (Darling-Hammond, 1996; Partee, 2014). The retention of
alternatively certified BIPOC educators is essential to diversifying the teaching profession to
close the diversity gap in education. Research has shown that mentorship is an effective method
for supporting new teachers and can increase their retention rate (Grossman & Davis, 2012).
Therefore, the focus of this study sought to understand and examine the experiences of BIPOC
intern educators with BIPOC mentors and their various perspectives and attitudes.
This study implemented a qualitative research design that involved eight BIPOC intern
educators who have BIPOC mentors from four various university intern programs throughout
California. The study aimed to uplift the voices of BIPOC educators and explore the mentorship
53

relationship and experiences that could potentially impact a novice teacher’s development of
culturally responsive pedagogy and attitudes towards staying in the teaching profession.
Three questions guided the research:
1. What are the experiences of BIPOC intern educators who have BIPOC mentors?
2. To what degree does having a BIPOC mentor support BIPOC intern educators’
culturally responsive pedagogy?
3. How do those experiences and relationships with their mentor influence, if at all,
intern educators’ attitudes towards staying in the teaching profession?
Summary of Findings
Several themes emerged related to the study’s three research questions. This section
presents a summary and discussion of the study’s findings in relationship to existing literature
and current practice.
Research Question 1
Research Question 1 investigated the experiences of BIPOC intern educators who have
BIPOC mentors. Qualitative data produced three findings. The first finding that surfaced is the
challenge of balancing teacher preparation and professional responsibilities. In alternative routes,
individuals secure an intern credential that allows them to be the teacher-of-record while
completing requirements towards initial licensure (Grossman & Loeb, 2008). Intern educators
described balancing their teacher and coursework obligations as a challenge. Many of them
stated they needed support on connecting theory to practice. For that reason, they may need more
than the traditional support.
The first theme led to the finding of the second theme: support from mentors. This
confirmed that having a mentor had a positive impact on novice teachers (Orland-Barak &
54

Wang, 2021). All educators believed they received ample support from their mentor, including
being responsive to their needs as an intern educator. Educators met with their mentor frequently
for co-planning and feedback, coaching, and problem-solving regarding instruction and other
student-related support. Additionally, educators expressed what ideal support would look like for
them and shared that their mentor offered these supports.
The third finding indicated that intern educators believed their BIPOC mentors created a
culture of care and established a cultural connection and trust. Hammond (2015) found that
creating a space where people feel seen, heard, and understood increases the possibility of
engaging in the learning process and achieving positive outcomes. When asked about their
experiences, a significant number of educators said their mentors intentionally built relationships
and believed their mentor cared for them on a personal and professional level. Similarly,
educators felt more comfortable being their authentic selves with a mentor of color due to shared
lived experiences and an interpersonal cultural understanding.
Research Question 2
Research Question 2 inquired about the degree to which having a BIPOC mentor
supports BIPOC intern educators’ culturally responsive pedagogy. Data related to this question
produced two findings. The first finding confirmed that intern educators are early in their career
and are still developing their foundations to teaching and understanding of culturally responsive
pedagogy. A culturally responsive practitioner not only creates a learner centered environment
that leverages cultural assets but must also actively engage in deep reflection around their own
biases and assumptions to dismantle a deficit mindset (Gay, 2002). Not all intern educators have
fully developed both skills. Several educators believed culturally responsive pedagogy to be
specific strategies they implement in their teaching. While all educators shared their mentors
55

supported them by sharing best practices, only one said her mentor supported in developing a
sociopolitical consciousness to engage in deep reflection.
The second finding discovered that the mentor’s ability to support BIPOC intern
educators’ culturally responsive pedagogy was dependent on their own development and
experience. Mentors of color do not innately become culturally responsive practitioners. They
must also interrogate their own values, beliefs, and assumptions to engage in deep reflection.
Mentors who have not had experience working with students or teachers of different
backgrounds may enact pedagogical practices that are not always culturally responsive
(Gonzalez & Gabel, 2017). As a result, data shared from educators varied based on their
mentor’s experiences and training.
Research Question 3
Research Question 3 examined, how experiences and relationships with mentors
influenced intern educators’ attitudes towards staying in the teaching profession. Data related to
this question produced two findings. The first finding indicated that mentors fostered a sense of
community, which is an important factor that can influence an individual to stay in the teaching
profession (Johnson, 2007). Six educators reported that support through mentorship would
increase the likelihood of staying in the profession, while two shared it would somewhat
increase. This shows that effective mentorship continues to be an effective strategy for
addressing the retention of new teachers (Tillman, 2005).
Although all educators expressed that they had positive experiences and fostered
relationships with their mentors, ultimately those experiences were not enough to influence their
attitudes towards staying in the teaching profession. Two educators reported that poor working
conditions and lack of support from administration shaped their attitudes. They mentioned these
56

factors were outside the control of their mentor. Literature has found that teacher workloads and
burnout can lead to higher turnover rates (Hentges, 2012), which was the case for these intern
educators.
Limitations
Due to the small scope of the sample population, findings cannot be generalized amongst
all BIPOC intern educators who have BIPOC mentors. Although convenience sampling of
university intern programs in California were used to support internal generalizability due to the
similarities in programs and requirements, findings may not be generalizable to other university
intern programs outside of California. However, the purpose of this study was not to generalize,
but rather to gather rich descriptions of contexts and participants’ lived experiences which
provides relevancy. Another limitation of this study is respondent validity. The study relied on
self-reported data through an interview and survey. On the contrary, data from the survey and
interviews were analyzed together to triangulate the findings to reduce the threat to validity.
Implications for Practice
This study contributes to the research regarding recruitment and retention of alternatively
credentialed BIPOC educators. Findings from this study align with current research concerning
the importance of mentorship, as well as address the gaps of mentorship amongst BIPOC intern
educators. The themes that emerged from the study can provide valuable information for intern
educators, administration, mentors, and alternative credentialing programs.
The first implication for practice centralizes the experiences of BIPOC intern educators.
The study found that teachers were not necessarily prepared for the workload. Intern programs
provide an earlier entry into the classroom and are best suited for those who are committed to a
job-embedded approach towards learning (Grossman & McDonald, 2008; Tierney & Philip,
57

2011). Intern educators should be aware of both the professional and teacher preparation
expectations and seek out support and vocalize their needs to their administration and mentors.
The second implication for practice by alternative credentialing programs is to explore
how mentorship can be better utilized to support teacher preparation and retention. The findings
of this study imply that intern programs should engage in continuous evaluation of their
mentorship processes to provide the most effective support for intern teachers. In addition, in
some cases, credentialing programs match the intern educator with a mentor. Programs should be
intentional with matching and take into consideration an intern’s cultural background and
experiences as all eight educators said they preferred to have a mentor that identifies as BIPOC.
The third implication for practice by mentors addresses the importance of mentors to be
culturally responsive and cognizant of an intern educator’s racial and ethnic backgrounds.
BIPOC mentors are not innately culturally responsive, therefore, mentors should also engage in
deep reflection, critical discussion, and analysis of how they may perpetuate cycles of inequity
(Jackson, 2015). Findings show that the mentor’s ability to support intern educators’
development of culturally responsive pedagogy was dependent on the mentor’s own training and
development.
The fourth implication for practice by school administration highlights the critical role
educational leaders have in creating sustainable working conditions for BIPOC intern educators.
According to the findings, intern educators did not feel supported by school administration.
Existing research shows that some of the major reasons teachers leave the profession is
dissatisfaction with working conditions and lack of administrative support (Carver-Thomas &
Darling-Hammond, 2017). School leaders should also be aware and actively dismantle restrictive
school policies and practices that can marginalize both students and BIPOC teachers (Kohli &
58

Pizarro, 2016). These reasons coupled with the balancing of professional and teacher preparation
obligations make being a BIPOC intern educator even more challenging. Therefore, school
leaders should consider how they are supporting their intern educator, including exempting
interns from nonessential responsibilities, aligning educators’ coursework to school professional
development and goals, and creating stronger partnerships with the intern program to receive
training on how to support the intern educators.
Future Research
A recommendation for future research is to examine BIPOC mentors experiences being a
mentor for a BIPOC intern educator. This can include how that role impacts them and exploring
what training or development is needed to support other teachers in developing their culturally
responsive pedagogy. It is evident that effective mentors have a tremendous influence on who
they mentor, so understanding their perspective is crucial to learning how to best support all
BIPOC educators.
The second recommendation for future research is to identify ways in which educational
leaders can be responsive to BIPOC intern educators’ unique positions. As teachers are early in
their careers and struggling with balancing their responsibilities, it can be beneficial to identify
essential and nonessential obligations for 1st- and 2nd-year teachers. Future research can also
look at how school leaders create and sustain healthy working conditions that lead to the
retention of BIPOC educators, including helping teachers understand how their actions
strengthen the collective mission of the school.
Conclusion
This study confirmed that efforts to recruit and retain BIPOC intern educators should be
informed by the experiences and voices of teachers of color (Sheets, 2004). While mentorship
59

can positively impact teacher effectiveness (Orland-Barak & Wang, 2021), culturally responsive
mentorship can build learning partnerships that result in a sense of community and belonging.
Study findings suggest that teachers believe BIPOC mentors can support in developing their
culturally responsive pedagogy and attitudes towards staying in the teaching profession. The
education system must meet the cultural needs to recruit and retain a diverse teaching workforce
by challenging the status quo, dismantling the barriers that hinder BIPOC from becoming
educators, and re-centering marginalized perspectives (Howard & Navarro, 2016). Education is
not and has never been culturally neutral and thus culture can be a powerful influence on how
teachers and students navigate the educational space. As a result, there is power in seeing oneself
represented in teachers and mentors of color.

60

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74

Appendix A: Interview Protocol
The following materials capture the interview protocol for participants. I include the
introductory script and interview questions.
Introductory Script
First, thank you for agreeing to participate in this study. I appreciate and value that
you’ve taken the time to meet with me and answer my questions. The interview will take
approximately one hour, does this still work for you?
I had sent out an information sheet that contained the purpose and topics of this study, so
I will briefly go over it before we begin. I’m a doctoral student at USC and I am conducting a
study on the experiences of 1st year BIPOC intern teachers who have BIPOC mentors. I am
particularly interested in learning about the experiences and relationships with BIPOC mentors
and will be interviewing multiple teachers to learn more about this. My purpose is to understand
your perspective, not evaluate.
I want to assure you that I am strictly a researcher today and am pausing my role as a
faculty member. This means that the nature of my questions are not evaluative and I am not
making any judgments on your performance as a teacher or your relationship with your mentor.
Information will be used for my research only, not for any programmatic use. A pseudonym will
be used to protect your confidentiality.
Do you have any questions about the study before we get started? I’ll be recording our
interview today on zoom so that I can accurately capture what you share with me. The recording
is solely for my purposes to best capture your perspectives and will not be shared with anyone
outside the research team. Do I have your permission to record?
75

Questions With Transitions
I’d like to start by asking you some background questions:
• Can you describe how you chose your mentor?
• How many times a week and for how long do you meet with your mentor?
• What is the nature of your meetings with your mentor?
Heart of the Interview
Now, we’ll talk about your experience as an Intern teacher.
• What kind of responsibilities do you have as an intern teacher? being a teacher and a
candidate in an intern program?
• Some teachers say being an intern teacher has different challenges than a traditional
teacher. What, if any, challenges do you face being an intern teacher?
• As an intern teacher, what would ideal support look like for you?
o Which of these supports are you given at your school?
o Who offers these support to you?
Let’s transition into discussing mentorship, your relationship and experiences.
• How would you define mentorship?
• How would you describe your relationship with your mentor? What factors have
influenced the quality of this relationship?
• How do you feel about having a BIPOC mentor?
• How has, if at all, having a BIPOC mentor influenced you as an educator?
These next few questions will include experiences with your mentor and culturally
responsive pedagogy:
76

• If someone were to ask you what culturally responsive pedagogy is, what would you
say to them?
• Can you give me an example of when you’ve utilized culturally responsive pedagogy
in your classroom?
• In meeting with your mentor, how often, if at all, do concepts of culture or race come
up in your conversations?
• Can you give me an example of what you talked about during that conversation?
• How, if at all, would you say your mentor engages you in reflection of culturally
responsive pedagogy?
• How confident do you feel in your abilities to be culturally responsive in the
classroom?
• How, if at all, has your mentor fostered your abilities?
Closing
Is there anything else that I have not asked you that you think I should know about your
experiences as a 1st year BIPOC intern educator with a BIPOC mentor?
I want to thank you for your time and for sharing with me your experiences. This
concludes our interview, however, if I need to clarify or ask follow up questions, may I email
you? Again, thank you for participating in this interview. If you have any questions, feel free to
contact me through email.

77

Appendix B: Survey Protocol
The following materials reflect my survey protocol and instrument. It includes the
participant introduction, survey questions, and open and closed-response options.
Participant Introduction
Thank you for agreeing to participate in this study. I appreciate and value the time you’re
taking to complete this survey. My name is Christina Khoon and I am a doctoral student at USC
and I am conducting a study on the experiences of BIPOC intern teachers who have BIPOC
mentors. I am particularly interested in learning how, if at all, the experiences and relationship
with the BIPOC mentor influences teachers’ attitudes towards staying in the teaching profession
and to what degree does having a BIPOC mentor support teachers’ culturally responsive
pedagogy. The purpose of this study is to understand teachers’ perspectives to learn how to best
support BIPOC interns and increase teacher turnover. This survey will not be evaluative in any
way.
I am strictly a researcher and am pausing my role as a faculty member. This means the
nature of these questions are not evaluative and I am not making any judgements on your
performance as a teacher or your relationship with your mentor. Information will be used for my
research only, not for programmatic use. Survey responses are anonymous.
If you have any questions about the survey or study, please do not hesitate to reach out.
My email is khoon@usc.edu
Survey Questions
The survey began with demographic information and background questions about the
frequency and nature of the meetings with participants with their mentors. The next survey
section explores mentoring, and the final section explored participant attitudes to remaining in
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the teaching profession. Tables B1–B3 contain questions and response choices for each survey
grouping.

Table B1
Demographic Survey Questions
Question Response choices
What is your race or ethnicity? Select all that
apply
a. American Indian or Alaska
Native
b. Asian
c. Native Hawaiian or other Pacific
Islander
d. Latinx
e. White (not of Hispanic origin)
f. Black or African American
g. Other (describe):
What year of the intern program are you? a. Year 1
b. Year 2
How long has your current mentor been supporting
you?
a. 1 year
b. 2 years
c. 3 or more years
How many times a week do you meet with your
mentor?
a. 0-1x a week
b. 2-3x a week
c. 4-5x a week
d. 6x or more a week
How long is the duration of one of your meetings
with your mentor?
a. 0-30 minutes
b. 31-60 minutes
c. 61 minutes or more
What is the nature of your meetings with your
mentor? Choose all that apply
Coaching (includes observation and
feedback or content-specific
coaching)

Co-planning and feedback on lesson or
unit planning

Demonstration lessons (modeling) and or
co-teaching activities
79

Question Response choices

Problem-solving regarding instruction,
classroom management, student
access to curriculum or other student-
related support

Logistical help (setting up classroom,
materials acquisition, planning parent
conferences)
Analyzing student work and or review
and discuss assessments

Development of knowledge and skills in
the instruction of English Learners

Development and skills in instruction of
culturally diverse students
Other (please explain):
80

Question Response choices
In the past 3 months, which of the following do
you spend the most time on meeting with your
mentor?
Coaching (includes observation and
feedback or content-specific
coaching)

Co-planning and feedback on lesson or
unit planning

Demonstration lessons (modeling) and or
co-teaching activities

Problem-solving regarding instruction,
classroom management, student
access to curriculum or other student-
related support

Logistical help (setting up classroom,
materials acquisition, planning parent
conferences)

Analyzing student work and or review
and discuss assessments

Development of knowledge and skills in
the instruction of English Learners

Development and skills in instruction of
culturally diverse students
Other (please explain):

81

Table B2
Mentoring Survey Questions
Question Response choices
How satisfied are you with the support you
receive from your mentor?
a. Very satisfied
b. Satisfied
c. Dissatisfied
d. Very dissatisfied
To what extent has your relationship with your
mentor made you feel successful as a
teacher?
a. A great deal
b. Quite a bit
c. Somewhat
d. Not at all
Overall, to what degree do you think your
mentor had an impact on your professional
learning?
a. A great deal
b. Quite a bit
c. Somewhat
d. Not at all
What aspects of mentorship were the most
helpful?
Open-ended
What aspects of mentorship were the least
helpful?
Open-ended
How true are the following statements?
• Having a mentor with the same cultural
background as me is important.
• Having a mentor that identifies as a
Black, Indigenous, person of color is
important.
a. Extremely true
b. True
c. Somewhat true
d. Not at all true

Rate your degree of familiarity with culturally
responsive pedagogy?
a. I’ve never heard of it.
b. I’ve heard of it, but do not know much.
c. I am familiar with the key principles, but
need to learn more.
d. I have a thorough understanding of it.
To what degree do you get support in the
following areas from your mentor?
• Developing a sociopolitical
consciousness.
• Strengthening my own intellective
capacity to engage in deeper learning.
• Recognize student’s cultural displays of
learning and meaning making.
a. A great deal
b. Quite a bit
c. Somewhat
d. Not at all
82

Question Response choices
Using cultural knowledge to connect what the
student knows to new concepts.
Rate the following to what extent has your
mentor
• Built trust and mutual respect
• Holds you to high standards
• Creates an environment that makes you
feel supported
• Creates an environment where you feel
like you belong
• Creates an environment where you can
be your authentic self
• Engages you in reflection of your own
cultural knowledge
a. Very often
b. Often
c. Somewhat often
d. Rarely
e. Never
How confident do you feel in your abilities to
be culturally responsive in your
classroom?
a. Very confident
b. Confident
c. Somewhat confident
d. Not confident at all

83

Table B3
Survey Questions on Staying in the Profession
Question Response choices
How likely will you stay at your school? a. Very likely
b. Likely
c. Not likely
d. Very unlikely
How likely will you stay in the teaching profession
after finishing the intern program?
a. Very likely
b. Likely
a. Not likely
b. Very unlikely
How much would the following increase the
likelihood of staying in the teaching
profession?
• Continued support through mentorship
• Professional development for Black,
Indigenous people of color educators (such
as navigating the racialized contexts in
which you work)
• Affinity support groups
• Increased collaboration with other teachers
• Pipeline to leadership roles
• Becoming a mentor for another Black,
Indigenous, person of color educator
a. Significant increase
b. Increase
c. Neutral
d. Somewhat increase
e. No increase
How true is the following statement
• My experience with my mentor has
influenced my attitude towards staying in
the teaching profession
a. Extremely true
b. True
c. Somewhat true
d. Not true at all
What aspects of your experience with your mentor
have influenced your attitudes towards staying
in the teaching profession?
Open-ended
Is there anything else you would like to share
about your experience with your mentor?
Open-ended

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Asset Metadata

Creator Khoon, Christina Barnes (author)

Core Title Interconnectedness of cultural responsiveness, retention, and mentorship: understanding the experiences of BIPOC intern educators with BIPOC mentors

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2023-08

Publication Date 08/23/2023

Defense Date 08/23/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag alternative certification,BIPOC,BIPOC mentors,intern educators,mentorship,OAI-PMH Harvest,retention

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Franklin, Gregory (committee chair), Cash, David (committee member), Kishimoto, Christina (committee member)

Creator Email christinambk@gmail.com,khoon@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113301887

Unique identifier UC113301887

Identifier etd-KhoonChris-12276.pdf (filename)

Legacy Identifier etd-KhoonChris-12276

Document Type Dissertation

Format theses (aat)

Rights Khoon, Christina Barnes

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