Being more than just seen: the struggle of navigating the white space of teacher education

Abstract

Purpose

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.

Design/methodology/approach

This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.

Findings

The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.

Originality/value

This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

Citation

Blum, G.I., Reyes, K. and Hougan, E. (2021), "Being more than just seen: the struggle of navigating the white space of teacher education", Journal for Multicultural Education, Vol. 15 No. 3, pp. 239-252. https://doi.org/10.1108/JME-02-2021-0019