To See, or Not to See? A Diversity Course's Impact on Preservice Teachers' Color Blindness

• In Event: 70.046 - Teacher Identity: Examining Perceptions of Race and Cultural Identity

Abstract

This study examined perspectives of 85 undergraduate preservice teacher candidates in a required survey course on diversity at a midsized Midwestern university at beginning and end of the 16-week semester. Quantitative analysis of the pre- and post-course Likert ratings of candidates indicated a significant negative shift relative to the statement, "I don't think of my students in terms of their race or ethnicity; I am color blind when it comes to my teaching." Qualitative analysis indicated themes of conscious bias, intentional color blindness, and movement toward appreciation of racial difference as a critical cognizance. Implications for teacher education include experiences beyond the scope of a survey course if the significant schematic shift leading to educational equity is to be realized.

Authors

• Anthony Kline, Trine University

• Patricia Clark, Ball State University

• Kathleen Kreamelmeyer, Ball State Unviersity

• Eva M. Zygmunt, Ball State University