Cultivating Asset-, Equity-, and Justice-Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color

2021 ◽  
pp. 004208592110179
Author(s):  
Jihea Maddamsetti
Keyword(s):  
Preservice Teachers ◽  
Collaborative Work ◽  
Critical Role ◽  
Teachers Of Color ◽  
Multiple Stakeholders ◽  
Multiple Modalities ◽  
Face To Face ◽  
Elementary Preservice Teachers ◽  
Preservice Teachers Of Color ◽  
Pedagogical Learning

I examine how three elementary-level preservice teachers of Color cultivated their asset-, equity-, and justice-oriented pedagogical learning and identities through multilayered community-engaged tasks. Systemic and structured support from multiple stakeholders played a critical role in helping the preservice teachers of Color to promote and sustain their asset-, equity-, and justice-oriented pedagogical learning and identities. This study demonstrates that giving students tasks with multiple modalities (e.g., individual and collaborative work, face-to-face meetings, online reflections) can cultivate their pedagogical learning and identity construction. This work has implications for creating asset-, equity-, and justice-oriented pedagogical spaces in both the classroom and the field.

scholarly journals Teachers of Color Creating and Recreating Identities in Suburban Schools

2015 ◽  
Author(s):  
Vera Lee
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Candidates ◽  
Critical Role ◽  
Teacher Education Programs ◽  
Teachers Of Color ◽  
Education Programs ◽  
School Settings ◽  
Suburban High Schools ◽  
Preservice Teachers Of Color

In this qualitative study, I explored the socialization experiences of eight teachers in two suburban high schools, and how they described their in - school identities. The findings from the study revealed how the participants constructed their identities differently for reasons that included wanting to deflect particular stereotypic images of their cultural/ethnic group or mitigating their own discomfort in revealing more private aspects of their core identities. The study offers implications for teacher education programs and the critical role that they play in preparing preservice teachers of color to work in suburban school settings, and in exposing all teacher candidates to diverse representations of teachers.

scholarly journals Reflections of Preservice Teachers of Color: Implications for the Teacher Demographic Diversity Gap

2019 ◽  
Vol 9 (2) ◽  
pp. 144
Author(s):  
Tara J. Plachowski
Keyword(s):  
Preservice Teachers ◽  
Students Of Color ◽  
College Of Education ◽  
Teachers Of Color ◽  
Demographic Diversity ◽  
Policy Makers ◽  
Teacher Student ◽  
Teacher Workforce ◽  
Implicit And Explicit ◽  
Preservice Teachers Of Color

The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit and explicit ways. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society. This article uses a portion of qualitative interview data from undergraduate Preservice Teachers of Color from a dissertation study completed within a College of Education at a minority-serving public university in the southwestern United States. This study adds to the literature on the complex issues that have resulted in our nation’s teacher demographic diversity gap. The findings from these data reveal meaningful teacher–student encounters that eight successful Preservice Teachers of Color have experienced during their K12 education and how these experiences affected their drive to become a teacher. The findings confirm that resolving the teacher diversity gap is more than a simple recruitment problem. Practitioners, scholars, and policy-makers must attend to the climate and culture of schools, in particular the racialized experiences of Students of Color, if we hope to begin to address the complexity of this issue. All names and places are pseudonyms. Participants chose their pseudonym, and their identifying categories listed are directly from how they identified themselves during the interviews.

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