Prospective Teachers' Perceptions of Classroom Disciplinary Action in Relation to Diversity

• In Event: 52.044 - "Un-Othering": Supporting Preservice Teachers in Their Understanding of Diversity and Equity

Abstract

This study adopts Critical Whiteness to analyze prospective teachers’ perceptions of classroom disciplinary action in relation to diversity in a predominantly white teacher education method course. Through thematic analysis, we find that: (1) Prospective teachers have very simplistic understanding of diversity, denying the existence institutional racism; (2) They deny the existence of selective discipline by their mentor teachers; (3) They problematize students with diverse backgrounds while romantizing/normalizing white students, and (4) They praise their mentor teachers’ discipline strategies without critical analysis. This study provides data-grounded implications for teacher educators to design opportunities to engage prospective teachers in critical discussion on diversity.

Authors

• Katrina Liu, University of Nevada - Las Vegas

• Sandra Candel, University of Nevada - Las Vegas

• Ana Paola Zenteno, University of Nevada - Las Vegas

• Yichen Yang, University of Nevada - Las Vegas