(Non)Racial Experiences of Teacher Candidates in a Predominantly White Teacher Preparation Program

• In Event: Sheraton Roundtable Session 12
  In Roundtable Session: Teacher Preparation for Inclusion and Justice: Keeping Pace With Demographic Shifts

Abstract

To teach for equity and social justice it is critical to increase the number of teachers of color and prepare all teacher candidates to work with racially, linguistically, etc. diverse students. The present study explored the lived experiences of teacher candidates around the issues of racial equity and social justice in our teacher preparation program. Critical Race Theory was used as a framework for the study, which took a phenomenological approach and explored the discussion of two focus groups of teacher candidates. Data analysis utilized Bryman’s (2008) four stages of qualitative text analysis. Four themes emerged: racial consciousness versus racial unconsciousness, exclusion versus inclusion, unintentional efficiency versus (un) intentional advocacy, and absence of race pedagogy and content. Implications are discussed.

Authors

• Timothy Berry, Minnesota State University - Mankato

• Robbie Burnett, Minnesota State University - Mankato

• Beth Beschorner, Minnesota State University - Mankato

• Karen Eastman

• Melissa Krull, Minnesota State University, Mankato

• Teresa M. Kruizenga, Minnesota State University - Mankato