Passing as white: race, shame, and success in teacher licensure testing events for black preservice teachers

Abstract

This qualitative portraiture study explored how race becomes a conscious and salient dimension of teacher licensure exams for black preservice teachers. The findings focus on one black preservice teacher and how she identified as white on the demographic survey preceding her licensure exam due to the racialized nature of the experience and the intense pressure to pass the exam. The findings illustrate how the technical means of test administration coupled with the racialized discourse about black students and standardized tests were important factors in her decision to identify as white. The findings also illustrate how feelings of shame and conciliatory hard work were byproducts of this decision and influenced her subsequent preparation for licensure exams. From these findings, the article discusses steps that test designers and faculty members can take to decrease the racialized aspect of teacher licensure exams. This study has specific relevance to countries such as the United States and England that use licensure exams as gatekeepers to the teaching profession.