Promoting Diversity through Multilevel Activism: An Organizational Approach

Abstract

The National Council for Accreditation of Teacher Education (NCATE) was founded in 1954 to serve as an independent body in promoting high quality teacher preparation programs. Its mission is to ensure accredited institutions produce high quality educators, administrators, and specialists able to meet the needs of all learners. Institutions seeking NCATE accreditation must address six standards NCATE identified as essential to producing quality educators: (1) Candidate knowledge, skills and professional dispositions; (2) Assessment system and unit evaluation; (3) Field experiences and clinical practice; (4) Diversity; (5) Faculty qualifications, performance, and development; and (6) Unit governance and resources. This article focuses on the fourth standard and chronicles the goals, efforts, and accomplishments of the University of South Florida (USF) College of Education in meeting it. These efforts demonstrate the value of multilevel activism in fostering a campus culture where teacher educators and students can develop competencies necessary for teaching and working with children and families from a broad range of backgrounds. The authors begin by providing a historical overview of the College's diversity initiatives and the subsequent inception of the Diversity Committee and its work. They end with a reflection on its accomplishments, challenges, and opportunities. This article also highlights how a college-wide committee can engage faculty and students across programs at the undergraduate and graduate levels in critical reflection and action on how systems of power and inequality shape knowledge and educational practice and the preparation of culturally competent education professionals. (Contains 8 endnotes.)