Content area
Abstract
Ongoing inequitable educational outcomes for marginalized students drive this study. Data show that our current educational system is not meeting the needs of all our students. Our Black and Brown students continue to be underserved by the system. With over thirty years of research and data supporting the inclusion of racial topics and infusion of culturally responsive pedagogy into teacher education, how much implementation is currently taking place? The purpose of this study is to determine the extent to which the topics of race and privilege and culturally responsive pedagogy have been infused into undergraduate elementary teacher education.
This convergent mixed methods design was created with three data collection strands: mission and vision statements, surveys (plus contributed syllabi), and interviews. This design allowed for multiple data sources to be explored, analyzed, and compared. First, quantitative data was collected by identifying keywords in vision and mission statements of schools/colleges of education. Second, data from a primarily quantitative survey were collected from 58 participants across varying institutions and states. Third, qualitative data was collected from 12 volunteers who participated in a semi-structured interview to determine the impetus or barriers to their practice. Subsequent to the collection of data, analysis of the data in each strand was conducted separately, then the findings were compared across the strands to identify consistencies, inconsistencies, patterns and outliers.
While inclusion in mission and vision statements of schools/colleges of education are limited and institutional requirements are limited, the findings suggest that the topics of race and privilege, as well as the best practices of field experiences and critical reflection are implemented at a high level in undergraduate elementary teacher education programs. Culturally responsive teaching strategies are included in most institutions at a basic level and are infused throughout teacher education content, methods, and multicultural courses in the majority. This implementation is most frequently driven by teacher educators passionate for the work and who surround themselves with like-minded colleagues who are also hoping to affect change in teacher education as well as the educational lives of marginalized students.
Three implications for teacher education emerged. First, institutions should provide ongoing training regarding race, systemic racism and similar topics. Second, teacher educators invested in this work must surround themselves with like-minded colleagues. Third, teacher educators should find a critical colleague who will support them in the work while challenging their thinking and pushing their work.
