Sharing stories: A study of African American students in a predominantly white teacher education program

Abstract

This qualitative study explores the experiences of Jessica Smith and Donna West (fictitious names), two African American students in a predominantly White teacher education program at a midwest university. Interviews and field observations illuminated these students’ frequent encounters with overt racism, as well as what J. King (1991) called “dysconscious racism"—a form of racism that tacitly accepts dominant White norms and privileges. Their experiences with racism at the university underscored for them the importance of addressing issues of diversity and racial inequality in their own classrooms. Moreover, both women noted that the interviews conducted for this study deepened their resolve to bring diversity issues into the classroom by helping them put their experiences into perspective and clarify their own belief and goals. Instructors and researchers need to continue this effort to hear the stories that students of color have to tell.