White Pre-Service Teachers’ Racial Literacy Preparedness in an Educator Provider Program

Abstract

The purpose of this qualitative case study was to explore the training of White pre-service teachers’ preparedness to be racially literate. A gap existed in the literature concerning the training of White pre-service teachers (PSTs) in their skill development to be racially literate. The two research questions were: #1) How do White pre-service teachers in a Historically Black College/University educator provider program conceptualize racial literacy? #2) What are pre-service teachers’ experiences learning about racial literacy in a Historically Black College/University educator provider program? The researcher used a qualitative method and an intrinsic case study design to explore how White PSTs are prepared for racial literacy in a southeastern Historically Black College/University. The researcher utilized a variety of tools such as the constant comparison method and keywords in context. The study took place via #1) an online Common Beliefs Survey and #2) Zoom one-on-one interview meetings with ten White PSTs. Critical Race Theory was the lens used to explore the PSTs’ preparedness to be racially literate. Inductive analysis was applied to the transcribed data from the Common Beliefs Survey and the interviews. Emergent themes included PSTs #1) a Lack of Experience With Racial Literacy, #2) Resistance to Racial Literacy, #3) a Lack of Strategic Approaches to Racial Literacy, #4) Trepidation in Response to Racial Literacy, and #5) Emergent Racial Literacy. The theoretical, practical, and future implications clarify how this study’s findings are imperative for matters of policy, practice, and theory.