They Struggled Defining Colorism: Teacher Candidates’ Engagement with Culturally Relevant Read-Alouds

• In Event: Preservice Educators' Engagement with Picturebooks: Critical Literacy, Religious Stances, and Colorism

Abstract

This study examines 71 teacher candidates engagement with culturally relevant picture books in elementary classrooms following programmatic changes to an interactive read-aloud assignment. Findings show candidates demonstrated increased awareness of representation and made more intentional text selections. However, many still framed discussions around didactic messages, prioritized behavior over inquiry, and positioned texts as academic tools rather than opportunities for meaningful conversations. This study highlights the need for continued support to deepen candidates’ engagement with transformative practices.

Authors

• Erin Quast, Illinois State University

• Ling Hao, Illinois State University