‘This is so white’: examining black and Brown pre-service teachers’ sense of belonging in a predominantly White educator preparation program

Abstract

ABSTRACT Drawing from Critical Race and Latino Critical Race frameworks, this qualitative study aimed to examine the role of race in the experiences of pre-service teachers of color at a predominantly White institution. The participants identified factors impacting their sense of belonging, which included perceptions of others, self-perception compared to White peers, isolation, invisibility, and the emotional and academic tolls on them when navigating microaggressions. Implications from this study implore EPPs to consider the development of anti-racist policy and practice and intercultural proficiency development in all aspects of the training process, including curriculum, field experiences, and student teaching. Furthermore, to combat the mechanisms of internalized racism experienced by the participants, this study highlights the need to examine majoritarian views and internalized deficit thinking by engaging pre-service teachers in unpacking their experiences with racist schooling in both K–12 and teacher preparation.