ABSTRACT

Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty. Implications are discussed.

摘要

美国的教师主要是白人和女性。因此，教育系统建立在白人之上并维护白人至上。破坏种族主义结果的一种方法是增加从事教学工作的有色人种人数。然而，职前教师 (PST) 的种族化方式通常会导致有色人种的 PST 在教师准备期间受到伤害。因此，这项现象学研究的目的是在一个以白人为主的教师准备计划中探索 PST 的种族化生活经历，该计划的既定使命是努力培养致力于公平和正义的具有种族意识的教育者。参与者是参加中西部教师准备计划的 PST（n = 15），他们被分为两个焦点小组，一个确定为有色人种，另一个确定为白人。焦点小组讨论了：他们的种族化生活经历 (1) 与教师 (2) 与课程 (3) 与其他 PST (4) 与合作教师，以及 (5) 与 P-12 学生。两组的结果都表明缺乏种族内容。有色人种的 PST 报告了白人同龄人和教师的排斥感和有限的种族意识。影响进行了讨论。