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Preservice Teachers of Color and the Intersections of Teacher Identity, Race, and Place

  • Tambra O. Jackson
Chapter

Abstract

In this chapter I focus on the experiences of preservice teachers of Color, particularly those who attend predominantly White institutions (PWIs) and the ways in which their developing identities as teachers are influenced by the intersections of their racial/ethnic identities and the context (place) of the environment of their teacher education programs. I explore the intersections of race and place by first discussing how preservice teachers of Color describe their decisions to become teachers. Particular attention is given to understanding the ways in which preservice teachers of Color view their initial reasons for entry into the profession and commitments to teaching as a way of understanding their early or beginning teacher identity. Next, I look at their experiences in teacher education programs at PWIs. I specifically focus on the context of PWIs because much of the literature on teacher preparation occurs in these contexts. I end the chapter with a discussion on how race and place impact the teacher identity development of preservice teachers of Color, particularly in regards to developing socially just and critically conscious perspectives.

Keywords

Preservice teachers of color Race Teacher identity Critical race theory 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of Teacher EducationIndiana University –Purdue University IndianapolisIndianapolisUSA

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