A Causal Exploration of White Teacher Candidates’ Transformative Race-Related (Un)learning Using Qualitative Attribution Coding

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  In Roundtable Session: Creating Equity-Oriented and Inclusive Teacher Education Programs (Table 35)

Abstract

Causation coding is an underutilized approach in research on racial equity-focused teacher education. After discussing the unique advantages of this method, we showcase its application in our study on the impact of transformative teacher education activities on white teacher candidates' race-related (un)learning. This involved identifying the antecedents and mediators to which teacher candidates attributed their emotional and/or cognitive reactions, including shifts in perceptual frameworks and understandings of equitable practices. We noticed variations in candidates' use of transformative activities to challenge perceptions and learn about racial equity, influenced by supportive or obstructive social contexts. We close with implications for teacher educators and encourage researchers to consider utilizing qualitative methods to identify mechanisms of transformative change in race-related learning.

Authors

• Shana E. DeVlieger, NYU

• Alyssa Parr, University of Minnesota