“Twenty-Four White Women and Me”: Controlling and Managing Men of Color in Teacher Education

Research output: Contribution to journalArticlepeer-review

Abstract

Diversifying the student body in teacher education programs (TEPs) remains an elusive goal. Despite recruiting efforts, few men of color complete programs leading to teaching credentials. To problematize this phenomenon, this study examines the experiences of three men of color enrolled in a predominantly White teacher education program (PWTEP). Participants were interviewed using a narrative inquiry protocol with emphasis on providing a space for counter-storytelling. Analysis of their narratives was conducted using a critical race theory (CRT) framework. Findings from the narratives highlight the way racism intersects with gender to reproduce, reinscribe, and protect dominant conceptions of “who belongs” in TEPs.

Original languageEnglish (US)
Pages (from-to)36-58
Number of pages23
JournalUrban Education
Volume58
Issue number1
DOIs
StatePublished - Jan 2023
Externally publishedYes

Bibliographical note

Publisher Copyright:
© The Author(s) 2019.

Keywords

  • counternarratives
  • critical race theory
  • gender
  • male preservice teachers of color
  • men of color
  • narrative inquiry
  • race
  • racism
  • teacher education programs

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