Racial Consciousness in Early Childhood Preservice Teacher Training

• In Event: Sheraton Roundtable Session 30
  In Roundtable Session: Developing Understandings of Diversity Among Early Childhood Preservice Teachers

Abstract

Early childhood education is replete with colorblind pedagogies that may be harmful to students’ racial identity. The purpose of this study was to investigate a 15-week course designed to address issues of power and privilege with early childhood preservice teachers. Using post-test data, researchers examine teachers beliefs about student success in alignment with their future plans as educators. A mixed method inquiry reveals a distinct diversion among preservice teachers regarding both the factors they identify as important for student learning and the way they conceptualize colorblindness. The importance of understanding more deeply the way preservice teachers come to learn about, prioritize, and act on these critical issues is discussed.

Authors

• Jennifer Briggs, University of Pittsburgh

• Shannon Beth Wanless, University of Pittsburgh