This is a study of the journeys of pre-service teacher candidates and graduates of color who participated as minoritized persons in a predominantly White educator preparation program. In particular, this investigation explores the voices, experiences, and perceptions of minoritized individuals engaging in predominantly white teacher education program. Drawing across two focus groups and three in-depth individual interviews with eight participants, this study found that respondent's journeys were influenced by dyconscious racism and centered in pedagogy of whiteness. Findings from the study also suggest the number of minioritized individuals in the predominantly White teacher education program had an impact on respondents experiences. Participants who were the only person of color or one of few participated as what Bristol (2014) described as "loners." Black male loners and individuals facing the critique of language by white faculty members faced greater challenges in navigating in and through the predominantly white teacher education program. Implications of this investigation address structural barriers a part of teacher candidates of color journeys through a predominantly white educator preparation program and strategies toward reviewing and agitating teacher education practices, programs, policy and research.
Date of Degree
Doctor of Education (EdD)
Burnett, Robbie R., "Missing Voices: Journeys of Pre-Service Teacher Candidates and Graduates of Color in a Predominantly White Teacher Education Program" (2016). All Graduate Theses, Dissertations, and Other Capstone Projects. 662.
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