How Faculty of Color Disrupt the Whiteness of Teacher Education at Hispanic-Serving Institutions

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: White Obliviousness: Voicing Faculty of Color Experiences With Racism and Racial Fatigue (Table 12)

Abstract

This paper utilizes critical race theory and a multidimensional conceptual framework for servingness to examine how faculty of color in teacher education programs at two 4-year public racially diverse Hispanic Serving Institutions (HSIs) reinforce, resist, and/or disrupt whiteness within the fabric of their respective programs and institutions. Through inductive qualitative analysis of interviews, findings demonstrated that both institutions were contending with whiteness. However, faculty of color pushed against (a) initiatives that prioritized student enrollment and revenue, rather than a robust and accessible teacher preparation, and (b) institutional priorities around research and teaching that devalued time spent in diverse K-12 school communities, thereby demonstrating the important role of faculty of color in serving students in teacher education programs at HSIs.

Author

• Tara Schwitzman-Gerst, Kean University
  Presenting Author