An Exploration of Self-Reflection and Cultural Critical Consciousness of Teacher Education Students

• In Event: 52.044 - "Un-Othering": Supporting Preservice Teachers in Their Understanding of Diversity and Equity

Abstract

This mixed-methods study was conducted to explore pre-service educators’ self-reflection and cultural critical consciousness as influenced by a course in social foundations of education. Participants included 43 pre-service educators enrolled in a large university in the South. Data collected included course assignments, interviews, a questionnarie. Consistent with the literature, findings revealed that White pre-service educators utilized resistance strategies when cultural diversity was discussed. In addition, pre-service educators noted they were fully committed to promoting education equity but struggled with feelings of guilt. Recommendations for practice include the utilization of writing to explore critical cultural consciousness, focus on more in-depth coursework on cultural diversity and/or the implementation of a fully developed multicultural teacher education program.

Author

• Qiana M. Cutts, Mississippi State University