Student-Parent, Student-Teacher, Student-Parent-Teacher: The Untapped Critical Consciousness of Student-Parents of Color in Teacher Education

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Increasing Visibility and Equity: Narratives of Teachers Striving for Change (Table 1)

Abstract

Undergraduate student-parents of color enrolled in teacher education programs at minority serving institutions encapsulate unique vantage points from which to understand an untapped, multi-layered critical consciousness that informs their education, their children’s education, and their professional development/identity as new teachers. Student-parents are one sub-group of first-generation college students that has garnered little attention in teacher preparation research. This paper presents an ethnographic case of undergraduate student-parents of color studying education at Rancho State, an HSI in a metropolitan city in Southern California. Thick descriptions illuminate student-parents’ cultural practices, illustrate student-parents’ intertwined identities, and shed light on an untapped critical consciousness that emerges from their lived experiences as “student-parent-teachers”.

Authors

• Jennifer Stacy, California State University - Dominguez Hills
  Presenting Author

• Jodi Aguilar, University of Illinois at Chicago
  Presenting Author