Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers

Figures & data

Table 1. Sample descriptives for the focus groups.

		Minoritization			Gender			Type of Education
Group	n	Min	Maj	n/a	W	M	n/a	4–5 years	1,5 years
1	4	2	2		2	2		4
2	3		3		1	2		3
3	5	3	2		3		2	5
4	5	1	4		2	2	1	5
5	5		5		1	1	3	5
6	4	1	3		1	3		1	3
7	5		5		2	3		1	4
8	4	1	3		1	1	2	2	2
9	4	1	2	1	2	2			4
10	3		3		1	2		1	2
Total	42	9	32	1	16	18	8	27	15

n, number of participants. Min, minoritized ethnic background denoted as being born abroad and/or having two parents born abroad. Maj, majoritized ethnic background denoted as being born in Sweden to at least one parent born in Sweden. n/a, not applicable due to non-response on item. W, self-identified women, M, self-identified men. 4–5 years, initial teacher education. 1,5 years, supplementary pedagogical education program.

Table 2. Major themes and subthemes.

Major Theme	Subtheme
Ethnicity concerns “others”	Ethnicity equated with minoritized “others”
	“Others” framed through focus on problems or lack of skills
	”Others” framed as resources
Ethnicity framed as sensitive	Fear of discussing ethnicity
	Racism and sensitivity

Data availability statement

Authors agree to make materials supporting the results presented in their paper available upon reasonable request. However, this does not include sharing raw data as they contain personal information that may lead to identification, and which researchers are prohibited to share.