| Summary: | <p> This analysis considers whether or not second-career/career-changer teachers are possibly more effective than traditional, first career teachers in teaching tasks and building relationships with students in low socioeconomic status (SES) schools. Analysis of the differences between those entering the education profession as traditional college students and those who are <i>career- changers</i> provides insight into an alternative type of diversity the latter may bring to the classroom and how that diversity might positively impact students who are not only trying to develop the knowledge and skills necessary for academic and career success, but also a sense of identity and purpose, as we continually transition to a more global society. Challenges unique to second-career teachers are addressed, as well as ways administrators and teacher educators might support these teachers during the early stages of their new vocation. Indications for additional research that could further explore this unique facet of the teaching profession are discussed. </p><p>
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