A Seat at the Kitchen Table: The Lived Experiences of Black Female Preservice Teachers in an Urban Education Cohort

Autor/inn/en	Wynter-Hoyte, Kamania; Bryan, Nathaniel; Singleton, Kerrie; Grant, Tyler; Goff, Tanisha; Green, Daizha; Rowe, Ieesha
Titel	A Seat at the Kitchen Table: The Lived Experiences of Black Female Preservice Teachers in an Urban Education Cohort
Quelle	In: Equity & Excellence in Education, 53 (2020) 3, S.342-364 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bryan, Nathaniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1767001
Schlagwörter	Women Faculty; Females; Preservice Teachers; Preservice Teacher Education; African American Students; Racial Bias; Social Justice; Teacher Educators; Teacher Role; Critical Theory; Race; Feminism; Gender Bias; Equal Education; Equal Opportunities (Jobs); Urban Schools; Minority Group Students; Minority Group Teachers; Whites; Ideology; Story Telling; South Carolina + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Weibliches Geschlecht; Lehramtsstudiengang; Lehrerausbildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Teacher education; Education; Lehrerbildung; Lehrerrolle; Kritische Theorie; Rasse; Abstammung; Feminismus; Geschlechterstereotyp; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; White; Weißer; Ideologie
Abstract	The authors of this qualitative study provided Black female preservice teachers in an urban cohort at a predominantly white institution a seat at the kitchen table to share their racialized and gendered experiences. The research questions centered around the experiences of Black female preservice teachers, their participation in anti-racist spaces, and the role of critical for teacher educator programs in coursework and program development. The authors drew on Critical Race Theory and Critical Race Feminism as theoretical frameworks. Findings include the cultivation of sisterhood based on multi-layered identities and experiences, how the participants navigate racial fatigue on and off campus, and how the participants embody an intergenerational alliance between them and Black faculty members. Implications for practice are included. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01