ERIC Number: EJ1175115
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Race as a Durable "and" Shifting Idea: How Black Millennial Preservice Teachers Understand Race, Racism, and Teaching
Brown, Keffrelyn D.
Peabody Journal of Education, v93 n1 p106-120 2018
The rapidly changing landscape of 21st-century education has sparked intense conversations around the need for a more racially and ethnically diverse PK-12 teacher population. Drawing from critical race theory and racial formation, I describe findings from a qualitative case study that examined how a group of black millennial preservice teachers understand race and racism. Findings from the study illuminate that race and racism continue to hold relevance for the participants, even as they recognized generational differences in how these issues operate in past and present social relations. Additionally, as the participants express both sophisticated and simplistic understandings about racism, social media and university spaces allow students to expand their knowledge about race and racism.
Descriptors: Preservice Teachers, Student Teacher Attitudes, Racial Attitudes, Racial Bias, Age Groups, Critical Theory, Race, Qualitative Research, Case Studies, African American Teachers, Generational Differences, Racial Relations, Knowledge Level, Social Media, Concept Formation, Semi Structured Interviews, Data Analysis, Definitions, Discourse Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A