The Race Card: Silencing Effects of White Spaces on a Biracial Male in Teacher Education

• In Event: Teacher Experiences of Race and Diversity in Teacher Education

Abstract

The purpose of this ethnographic case study was to explore a biracial male's experiences and perspectives of his teacher education program. Using a theoretical framework drawing from ecological theories of mixed-race development, academic advising and student development, and teacher education, we describe how Liam navigated the white spaces of his program as he learned to teach. Findings around identity, silencing, and the significance of "double consciousness" contribute to the literature addressing the diversity gap by introducing additional frameworks to understand and support students of color. We emphasize the need for a more holistic understanding of students that ultimately pushes teacher educators to become better teachers of and advocates for students of color.

Authors

• Mary Shelley Thomas, University of Louisville

• Bianca J Nightengale-Lee, Berea College

• Dwayne Compton, University of Louisville

• Brandon Joseph, University of Louisville