A Feminist Critical Study of a Master's Exam in Teacher Education

Abstract

This article discusses the findings of a qualitative case study that examined the experiences of teacher candidates in a master's degree exit assessment pilot at a university in the southwestern region of the United States. Data (gathered from classroom observations, written documents, and interviews of eight teacher candidates and nine faculty members) were collected and analyzed throughout the study using a feminist critical lens. Findings reveal that the Master's Alternative Assessment Cohort (MAAC) Pilot created conditions that allowed participants to empower themselves in traditional, personal, and reciprocal ways through an assessment process that was collaborative, open for some negotiation, and encouraged social change. Conversely, there also were situations throughout the process in which the participants felt disempowered. Findings also revealed instances in which collaboration perpetuated social relationships and attitudes that promoted racial inequities.

The author thanks other members of the MAAC Team who made valuable contributions to the project and helped with the research: Dr. Heather Oesterreich and Ms. Sandra Nakamura of Las Cruces, NM, and Ms. Kathleen Garcia of El Paso, TX.

Blanca Campa is an associate professor of Education at El Paso Community College in El Paso, Texas. Her research interests include resilience, curriculum and instruction, and Mexican American community college students.