The Role of Historically Black Colleges and Universities in Influencing Black Female Teacher Candidates' Sense of New Teacher Self

• In Event: AERA Poster Session 12
  In Poster Session: Community and University Issues in Urban Settings

Abstract

The adequate preparation of preservice teachers has been an area of focus for HBCUs for years and continues to influence P-12 schools across this nation by placing numerous graduates into U.S. classrooms. Despite the efforts of HBCUs, the demographics of today’s teaching workforce is homogenous, while the student demographics is more ethnically and culturally diverse. In this educational context, this study examines the lived experiences of ten black female teacher candidates attending an HBCU and its influence on her global and academic self-concept. Interpretive phenomenological analysis is used to highlight candidates’ meaning-making experiences as new teachers. There has been little discussion about using these same techniques to recruit, prepare, and retain teacher education candidates of color for P-12 schools.

Authors

• Nakeshia N Williams, North Carolina A&T State University

• Emetrude Lewis, North Carolina A&T State University

• Kellee Watkins, North Carolina A&T State University

• Nicole Dobbins, North Carolina A&T State University

• Brian Williams, North Carolina A&T State University

• Loury Ollison Floyd, North Carolina Agricultural and Technical State University