Belonging Matters: Empowering Marginalized Voices in Teacher Preparation Programs

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Critical Teacher Education and Relationship Building (Table 32)

Abstract

In this study, we used narrative inquiry to understand sense of belonging among three pre-service teachers (PSTs) within a mathematics education program. By adopting an intersectional lens and drawing on critical theory, we aimed to understand the complexities and unique challenges marginalized PSTs face in navigating paths within the educational system. Through in-depth interviews and thematic analysis, four themes emerged: sources of belonging, coping with not belonging, navigating structures/programs, and campus and community resources. Our findings illustrate the pivotal role of sense of belonging in shaping how marginalized PSTs navigate academia and the extent to which they feel comfortable and safe being their authentic selves. We end with recommendations for faculty to create environments supportive of student belonging and engagement.

Authors

• Darolyn A. Flaggs, Kennesaw State University

• Belinda P. Edwards, Kennesaw State University

• Wendy B. Sanchez, Kennesaw State University

• Alison Hedrick, Kennesaw State University

• Amy Hillen, Kennesaw State University