The research area we are conducting is on Critical Race Theory. The question that’s being asked is “What understanding do preservice and practicing teachers have after taking a course on critical race theory in teacher education?” This is relevant for the field of teacher education because Critical Race Theory is the framework that could be used to examine how educational structures, processes, and discourses maintain racism, sexism, and classism. For this research the data was collected using a focus group with five past students who took EDL 318 and now are doing work in the education field. We then used coding to help protect the identities of those in the focus group. Three main topics that supported CRT courses are: One, socialization of the teachers (i.e. where they came from, what they know, how they were taught- includes maybe how they think about their students). Two, issues of support (i.e. curriculum, resources, administration, professional development). Three, emotional language & terminology from teacher education. This allows us to move forward and possibly conduct more focus groups in the future. This is only one step in changing how teachers understand Critical Race Theory.
This research has only benefited our future of being a teacher. Now we are more aware of how to make sure that critical race theory is implemented in our classrooms. We also have a lot more classes to take and this will give us a good foundation. With this research and future education classes we will be prepared to enter the teaching field.
Authors: Allison Hammerle & Erica Smallenbarger
Faculty Advisor: Brittany Aronson, Department of Educational Leadership
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