White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference |
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| Authors: | Felicia Saffold Hope Longwell-Grice |
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| Institution: | (1) Department of Curriculum and Instruction, University of Wisconsin - Milwaukee, Enderis Hall, P. O. Box 413, Milwaukee, WI 53201-0413, USA |
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| Abstract: | Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at |
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| Keywords: | Teacher preparation Urban education White preservice teachers |
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