Voices of Aspiring Teachers of Color
Unraveling the Double Bind in Teacher Education
Bibliographic Data
| ID | 10856479 |
|---|---|
| Authors | Conra D Gist (0000-0001-8977-7059, University of Arkansas, Fayetteville, USA, corresponding author) |
| Year | 2017 |
| Volume | 52 |
| Issue | 8 |
| Pages | 927-956 |
| Publication date | 2017-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085915623339 |
| OpenAlex | W2371482026 |
| Language | EN |
| Citations received | 47 |
| References cited | 42 |
This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating the double bind in teacher education programs through the tailoring of transformative and critical preparation experiences for teacher candidates of color are explored
Focus group · Mathematics education · Pedagogy · Sociology · Teacher education · Teacher Preparation · Transformative learning · Critical Race Theory in Education · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Watering our own lawn
The Added Value of Latinx and Black Teachers for Latinx and Black Students
Culturally Responsive Pedagogy for Teachers of Color
Être soi-même ou s’ajuster au cadre
Between race-evasiveness and the pursuit of racial competence
The Relationship Between Teachers’ Equity Orientation and Instructional Usefulness of Assessments of and for Learning
Narratives of Community-Homegrown Teachers of Color
Is Teacher Morale Race-Neutral? Exploring Morale Among Teachers of Color
Reimagining Teacher Education
Latina Paraeducators’ Stories of Resistance, Resilience, and Adaptation in an Alternative Route to Teaching Program
“I’m More Than a Teacher”
White Supremacy and Teacher Education
Navigating the Double Bind
Untying the double bind
Embracing equity and excellence while constructing science teacher identities in urban schools
Teacher candidates of Color experiences and perceptions of culturally responsive teaching within teacher education
Being more than just seen
“Few and far between”
Educators of colour, teaching race, and orienting towards a humanising critical sociocultural knowledge for teaching
Building Black worlds
Like where are those teachers?”
U.S.-Mexico Borderlands Instructional Leadership Reflections
Racial micropolitical literacy
On the exploitation of cooperating teachers of color
Third-generation Mexican American Teachers’ Cultural Responsiveness
Leadership for socially-just supervision in K-12 schools in the context of the United States
We Got Y’all!”
Representation matters, but so does data
Understanding the Black Teacher Through Metaphor
Connecting the Dots” for Recruiting Secondary Science Teachers in Urban Schools
Moving Teachers of Color from the Margin to the Center
Black Educators Fight Back
Policing and Teaching
I Stopped Sleeping”
Cultivating Asset-, Equity-, and Justice-Oriented Identities
Early Career African American Teachers and the Impact of Administrative Support
Seeking Support in Teacher Education for Racial Knowledge
Who Is Here to Help Me? The Work-Related Social Networks of Staff of Color in Two Mid-Sized Districts
From Interest to Entry
Finding Voice and Passion
Beyond the Land of Thorns
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Uplifting Our Voices
Exploring the Boundary-Heightening Experiences of Black Male Teachers
Affirming Black Joy & homeplace
Teacher Leadership for Love, Solidarity, and Justice
Is the value worth the costs
Pipelines and Pathways
Representation in the classroom
Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers
Inside the Double Bind
Case Study Research
Borderlands/La Frontera
Studying Diversity in Teacher Education
Teachers, Race, and Student Achievement in a Randomized Experiment
Critical Need for Bilingual Education Teachers
Teaching racial literacy in secondary humanities classrooms
Mexican-American preservice teachers and the intransigency of the elementary school curriculum
A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence
The Case for a Conceptual Base for Minority Mentoring Programs
Disrupting the Official Curriculum
Talking About Ourselves, Talking About Our Mothers
Diversifying the Teaching Force
Who Am I? The Social Construction of Ethnic Identity and Self-Perceptions in Latino Preservice Teachers
Ethnic Matching, School Placement, and Mathematics Achievement of African American Students From Kindergarten Through Fifth Grade
Losing the Color-Blind Mind in the Urban Classroom
Racial Diversity Sounds Nice; Systems Transformation? Not So Much
Experience as College Student Activists
A Fly in the Ointment”
Dynamic Diversity
Toward a theory of schizophrenia
Politics of Multicultural Teacher Education
Preparing Teachers for Culturally Diverse Schools
The Color of Teaching
Beyond Supply and Demand
Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices
Moving Beyond Our Progressive Lenses
Increasing teacher diversity by tapping the paraprofessional pool
Reflections on Portraiture
Expressions of "Voice" in Portraiture
Critical Race Methodology
| Unique citing works | 47 |
|---|---|
| Citations per year | 4,7 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 46 |