White Women Preservice Teachers' Prospective Sense-Making of Teaching Documented and Undocumented Immigrant Students

• In Event: Dismantling Deficit Perspectives in Teacher Education

Abstract

Using qualitative case study data collected from a university-based teacher education program in the mid-Atlantic, this paper explores how twenty White women pre-service teachers (WWPTs) prospectively made sense of teaching documented and undocumented immigrant students. Three preliminary findings suggest that WWPTs' prospective sensemaking is shaped by: (i) the logics of accountability; (ii) the logics of mass compulsory education; and (iii) the logics of social justice. Implications for how teacher education can bolster efforts to build a teacher workforce responsive to student needs across documentation statuses are discussed.

Author

• Jennifer M. Bondy, Arizona State University