Unheard voices of minority teacher candidates in a teacher education program

According to the university's mission and guiding principles, which emphasize social justice and diversity, the teacher education program has implemented a plan of action for recruiting and retaining teacher candidates from diverse backgrounds. Aashia, a 22-year-old Asian-American senior in her final internship, was born in the Philippines but grew up in Guam and moved to the U.S. at 16.\n However, these participants had a special calling, an intrinsic motivation and/or a significant friend, coworker, or teacher who made them confident about pursuing their dream (Chamness et.al. 2005; Gordon, 2005). [...]outreach programs and support provided early, often through mentors as role models in high school, plus special guidance during general education courses all appear to have had the potential to attract and retain these particular minority teacher candidates.