Date of Award
Doctor of Education (Ed.D.)
Learning, Leadership and Change
First Committee Member
Second Committee Member
This study examines why the passing rates of African Americans on the CBEST are the lowest in California at 60%. Madkins (2011) identified licensure testing as a significant reason why African Americans cannot enter the teaching progression. According to Darling-Hammond et al. (2016), California has an ongoing credentialed teacher shortage. An even more significant need is for teachers of color. According to the California Department of Education (2021), 60% of the state’s educator workforce is White, while the state student body, multicultural and multilingual, is only slightly more than 22% White. While licensure testing for teachers is required in all 50 states, it is well documented that it negates teacher diversity (Brown, 2005; Goldhaber & Hansen, 2010; Sleeter, 2016). The research confirms how it effectively curtails the number of African American educators (Behizadeh & Neely, 2018; Ingersoll et al., 2019; Petchauer, 2012). To clarify why the CBEST is so difficult for African Americans, I used a narrative inquiry with a counter-narrative framework. The inquiry describes the lived experiences of African American applicants in order to interrogate the CBEST’s impact on prospective and current African American teachers in California.
Thomas, Willie C. II. (2022). THE AFRICAN AMERICAN AND THE CALIFORNIA BASIC SKILLS REQUIREMENT FOR TEACHING. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3793
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Inequality and Stratification Commons, Race and Ethnicity Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons