Being more than just seen: the struggle of navigating the white space of teacher education

Document Type

Article

Department or Administrative Unit

Center for Teaching and Learning

Publication Date

10-10-2021

Abstract

Purpose

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.

Design/methodology/approach

This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.

Findings

The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.

Originality/value

This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

Comments

This article was originally published in Journal for Multicultural Education. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Journal

Journal for Multicultural Education

Rights

Copyright © 2021, Emerald Publishing Limited

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