To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.

为了系统地探讨有色人种的教师教育者所忍受的结构性种族主义，本文使用批判性种族理论的视角分析了对在美国不同大学工作的 141 名黑人、拉丁裔、土著和亚裔美国教师教育者进行的定性问卷调查的结果. 我们了解到，我们研究中的许多参与者被聘为在逃避种族的同事和主要是白人学生中教授种族和种族主义，这些学生能够保护和利用他们的白人。在我们构建他们的经历时，我们认为教师教育计划实际上是为有色人种的教师教育者而设计的，以体验种族压力和伤害。最后，我们建议教师教育计划可以采取哪些措施来促进种族正义。