Marginalized Voices in Georgia’s Elementary Classrooms: Navigating Challenges and Divisive Concept Bills in Teacher Candidate Practicum Experiences (Poster 15)

• In Event: Friday Poster Session 4:55
  In Invited Poster Session: 2024 AERA Undergraduate Fellows Research Poster Fair

Abstract

This research explores the experiences of teacher candidates from marginalized backgrounds during their student-teaching practicum in the state of Georgia, focusing on the challenges they encounter and the impact of recent divisive concepts bills. Through qualitative analysis of interviews with teacher candidates, this study illuminates the nuanced ways in which these individuals navigate their roles within the educational system. Findings reveal that teacher candidates from marginalized backgrounds face unique obstacles related to identity, cultural competence, and systemic biases during their practicum experiences. Additionally, the enactment of divisive concept bills in Georgia exacerbates these challenges, limiting their ability to engage critically with issues of race, equity, and social justice in the classroom. The study underscores the urgent need for support systems and policy changes to ensure that teacher candidates of color can fully participate in and contribute to the educational landscape, fostering inclusive learning environments that address systemic injustices.

Author

• Trang Tran Huynh, Kennesaw State University