Surviving teacher education: a community cultural capital framework of persistence

Sara Tolbert, Serina Eichelberger

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

In this article, we communicate the experiences of a bilingual/biracial Peruvian-Anglo European student teacher, Serina, enrolled in a ‘teacher education for diversity’ program. Although the majority of the 13 (mostly Anglo European) students in Serina’s cohort expressed satisfaction with the social justice focus of the program, Serina was frustrated by the mixed messages she received about teacher professionalism as both teaching for social change and as deference to power. Serina was often vocal in her critique and, as a result, endured and negotiated cumulative microaggressions throughout her teacher education program. Despite these challenges, she drew on her community cultural capital to become a credentialed science teacher in an underserved urban middle school. Serina’s experiences compel us to think about how teacher educators might better support pre-service Teachers of Color – particularly as we strive to more actively recruit Teachers of Color to our teacher education programs. Implications for ‘becoming’ more socially just teacher educators are also discussed.

Original languageEnglish (US)
Pages (from-to)1025-1042
Number of pages18
JournalRace Ethnicity and Education
Volume19
Issue number5
DOIs
StatePublished - Sep 2 2016

Keywords

  • critical race theory
  • microagressions
  • predominantly white institutions (PWI)
  • teacher education

ASJC Scopus subject areas

  • Demography
  • Cultural Studies
  • Education

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