Investigating How Preservice Teachers Talk and Teach about Race: The Role and Expression of an Antiracist Lexicon

Abstract

Research continues to reveal the pervasive racial disparities among students in schools throughout the United States. Just as concerning, research persistently portrays teachers’ self-perceptions as not knowing how to talk and teach about race nor do they feel comfortable doing so. This research sought to understand eight preservice teachers’ communication patterns when teaching about race. Findings reveal preservice teachers’ emerging expression of an antiracist lexicon, portrayed as a continuum of knowledge, vocabulary and perceptions and the competing nuances associated with talking about racial identity. We argue for supporting preservice teachers’ development of an antiracist lexicon as a requisite for talking and teaching about race and racial justice in today’s schools.

Acknowledgments

The authors confirm that the Institutional Review Board of the State University College at Cortland reviewed the research including Human Subjects described in this manuscript and approved it, assigning it protocol number 202107.

Disclosure statement

No potential conflict of interest was reported by the authors.