Teaching While Targeted: Motivational Impacts of Anti-DEI Legislature on Aspiring Pre-Service Teachers of Color

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 3
  In Roundtable Session: Teaching in Complex Times: Spotlight on Teaching Motivation and Emotions

Abstract

This study examined how anti-diversity, equity, inclusion (or DEI) legislation impacts the motivation and commitment of pre-service teachers of color (pTOCs) attending a predominately white institution. Drawing on self-determination theory, we explored how anti-DEI legislation affects pTOC’s sense of autonomy, competence, and relatedness within their licensure programs. Semi-structured interviews with pTOCs (n = 7) revealed concerns about cultural erasure, limited training, and confusion when interpreting DEI legislation. These challenges undermined pTOCs’ sense of relatedness and autonomy, prompting uncertainty about their teaching career trajectories. Despite these challenges, pTOCs demonstrated resilience, expressing strong confidence and framing motivation as resistance. Findings underscore the need for faculty allyship and policy-integrated coursework to sustain pTOC’s motivation and prepare them for the evolving sociopolitical landscape.

Authors

• Xiao-Yin Chen, University of Tennessee

• Patricia J. Higgins, University of Tennessee, Knoxville

• Korinthia D. Nicolai, Indiana University

• Francia Iszamar Zelaya Zapata, University of Tennessee

• Michelle Bradley, University of Tennessee

• Amber Rosamond, University of Tennessee