Twenty-sixth International Conference on Learning

Abstract

The purpose of this mixed methods case study (n=12) was to investigate the perceptions and experiences of White Secondary Education Pre-Service Teachers (PSTs) with the development of their cultural and racial identities and their understandings of institutional inequities faced by persons of color in American school systems. Data collection took place during the first semester of PSTs education coursework in a course entitled, “Introduction to Race and Inequality in American Education.” Findings from Helm’s Racial Identity Attitude Scales (pre-and post-course), as well as qualitative analysis of student interviews and course documents, provide salient themes and examples as to how teacher educators can more effectively engage future teachers, most of whom have limited experiences with persons of color and little knowledge of institutional inequities, with the development of critical conscious. This is year one of a longitudinal study designed to investigate PSTs development as culturally responsive educators at a small Catholic liberal arts college.