"I Do Have a Lot to Share": Voices of Nontraditional Black Women Preservice Teachers

• In Event: Counternarratives of Preservice Teachers

Abstract

The experiences of non-traditional Black women pre-service teachers remain to be under examined in teacher education research. Using phenomenology as a methodology this study explores four non-traditional Black women pre-service teachers’ experiences at a HBCU teacher education program. Framed in Schlossberg transition theory and teacher identity, the purpose of this study is to understand the personal, social, and academic as well as previous and current work experiences that influenced non-traditional Black women pre-service teachers’ decision to pursue teaching as a career and select a HBCU teacher education program. The implications of this study identifies the financial, academic, and social support teacher four year colleges and universities teacher education programs must consider in order to diversify the teaching profession

Author

• Leta Hooper, Bowie State University