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A Call for Change: Disrupting White Supremacy Culture in Dispositional Expectations of Teacher Candidates

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Title: A Call for Change: Disrupting White Supremacy Culture in Dispositional Expectations of Teacher Candidates
Language: English
Authors: Stevens, Elizabeth Y., Driskill, Kristen M., Huck, Adam, Abbott, Diana, Robinson, Emily E., Barrett, Maryanne, Johnson, Denise, Polisseni, Amy, Rushforth, Holley
Source: Teacher Educators' Journal. Spr 2023 16(1):149-171.
Availability: Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Whites, Power Structure, Advantaged, Personality, Expectation, Critical Race Theory, Teacher Education, Cultural Context, Student Attitudes
Abstract: Today, in the context of the Black Lives Matter movement and an increased focus on antiracism, P-12 and higher education institutions are engaged in studying practices and resources from an (in)equity lens. This study explores disposition expectations for teacher candidates noted in the form of a rubric drawing on Critical Race Theory (Ladson-Billings & Tate, 1995). Characteristics of White Supremacy Culture (Okun, 2021) also grounded the study and were used as themes determined a priori. Researchers engaged in document analysis to analyze and code the rubric (Bowen, 2009; Corbin & Strauss, 2007). Findings show evidence of white supremacy culture in dispositional expectations. These findings reveal the need to challenge current expectations for teacher candidates to disrupt the white supremacy culture that permeates teacher education. Implications provide ideas for future research and practices that are flexible, collaborative, and critical.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1383738
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Call for Change: Disrupting White Supremacy Culture in Dispositional Expectations of Teacher Candidates
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  Data: <searchLink fieldCode="AR" term="%22Stevens%2C+Elizabeth+Y%2E%22">Stevens, Elizabeth Y.</searchLink><br /><searchLink fieldCode="AR" term="%22Driskill%2C+Kristen+M%2E%22">Driskill, Kristen M.</searchLink><br /><searchLink fieldCode="AR" term="%22Huck%2C+Adam%22">Huck, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Abbott%2C+Diana%22">Abbott, Diana</searchLink><br /><searchLink fieldCode="AR" term="%22Robinson%2C+Emily+E%2E%22">Robinson, Emily E.</searchLink><br /><searchLink fieldCode="AR" term="%22Barrett%2C+Maryanne%22">Barrett, Maryanne</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Denise%22">Johnson, Denise</searchLink><br /><searchLink fieldCode="AR" term="%22Polisseni%2C+Amy%22">Polisseni, Amy</searchLink><br /><searchLink fieldCode="AR" term="%22Rushforth%2C+Holley%22">Rushforth, Holley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Educators'+Journal%22"><i>Teacher Educators' Journal</i></searchLink>. Spr 2023 16(1):149-171.
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  Data: Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Whites%22">Whites</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Advantaged%22">Advantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Personality%22">Personality</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: Today, in the context of the Black Lives Matter movement and an increased focus on antiracism, P-12 and higher education institutions are engaged in studying practices and resources from an (in)equity lens. This study explores disposition expectations for teacher candidates noted in the form of a rubric drawing on Critical Race Theory (Ladson-Billings & Tate, 1995). Characteristics of White Supremacy Culture (Okun, 2021) also grounded the study and were used as themes determined a priori. Researchers engaged in document analysis to analyze and code the rubric (Bowen, 2009; Corbin & Strauss, 2007). Findings show evidence of white supremacy culture in dispositional expectations. These findings reveal the need to challenge current expectations for teacher candidates to disrupt the white supremacy culture that permeates teacher education. Implications provide ideas for future research and practices that are flexible, collaborative, and critical.
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  Data: 2023
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      – Text: English
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        PageCount: 23
        StartPage: 149
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Whites
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      – SubjectFull: Power Structure
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      – SubjectFull: Student Attitudes
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