Cultivating Ethno-Racial Literacy and Critical Consciousness of Preservice Teachers of Color in Nevada

• In Event: Rupture, Repair, and (Re)humanizing With/for Black Women Teachers and Teachers of Color

Abstract

As the ethno-racial gap between diverse student populations in public schools and the White, middle-class teaching force widens, Teacher Education Programs (TEP) must address the unique needs of preservice Teachers of Color. While teaching race faces public scrutiny due to anti-equity and anti-inclusion legislation, Nevada is one of six states that has not banned critical race theory or restricted discussions about race and racism. Thus, Nevada provides an ideal setting to contextualize the complex identities, experiences, and demands of multiracial students in K-12 schools. Using phenomenological methodology, findings articulate the isolation and ethno-racial-related pressures preservice Teachers of Color experience in TEP and offer insights into how cultivating ethno-racial literacy can lead to equitable educational experiences for multiracial learners.

Authors

• Carolyn Silva, University of Nevada - Reno

• Rose Ann Rico Eborda Gutierrez, University of Nevada - Reno