This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 mathematics and science teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, and interviews), and how applicants’ DEIJ-related information and orientations factor into admissions. We found that all MSTPPs participating in the study collected information related to DEIJ (e.g., applicants’ ethnoracial backgrounds, citizenship), and all interviewed faculty expressed an interest in increasing the diversity of applicants and admitted students. Faculty expressed preferences for applicants who evidenced positive DEIJ orientations, such as recognizing social and ethnoracial injustices, but at the same time, differences were evident in how MSTPPs and faculty attended to DEIJ. Considerations, implications, and dilemmas for teacher preparation programs and faculty are discussed.

中文翻译：

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关注教师教育招生过程的公平性

本研究通过采访教师和分析项目文件，调查了教师预备项目招生过程中尚未探索的话题。我们调查了 31 个 K-12 数学和科学教师预备项目 (MSTPP) 和教师如何关注多样性、公平、包容性以及社会和种族正义 (DEIJ)。具体重点包括申请人的招募和选择、申请的组成部分（例如表格、论文和面试）以及申请人的 DEIJ 相关信息和方向如何影响录取。我们发现参与研究的所有 MSTPP 都收集了与 DEIJ 相关的信息（例如申请人的民族背景、公民身份），并且所有受访教师都表示有兴趣增加申请人和录取学生的多样性。教师们表示偏爱那些表现出积极的 DEIJ 倾向的申请者，例如认识到社会和种族不公正，但与此同时，MSTPP 和教师参与 DEIJ 的方式也存在明显差异。讨论了教师培训项目和教师的考虑因素、影响和困境。