Examining the Racial Climate of a Teacher Residency Program: Utilizing the Healthy Racial Climate Model

• In Event: Fostering Equity in Teacher Preparation: Addressing Racial Literacy, Translanguaging Pedagogy, Professional Dispositions, and Trauma-Informed Practices

Abstract

This study explores preservice teachers’ perspectives on racism and equity within a teacher residency program. Utilizing Kohli’s (2022) racial climate framework, it examines the racial climate across historical, organizational, compositional, behavioral, and psychological dimensions. The study includes 32 preservice teachers, 4 instructors, and 3 staff members, using interviews and document analysis. Findings reveal that although the program is committed to racial justice, there are gaps in racial literacy, particularly in field placements. Participants report experiencing race-evasive behaviors and tensions around racial equity. This study demonstrates the need for targeted interventions in teacher preparation programs to create equitable environments and better prepare teachers for diverse educational settings.

Authors

• Lillie Ko-Wong, University of California - San Diego

• Ernesto Orozco, University of California - San Diego