Unpacking internalized racism: teachers of color striving for racially just classrooms

Abstract

Within racial inequitable educational conditions, students of color in US schools are susceptible to internalizing racism. If these students go on to be teachers, the consequences can be particularly detrimental if internalized racism influences their teaching. Framed in Critical Race Theory, this article investigates the process pre-service teachers of color took in unpacking their internalized racism as they strive for racially just classrooms. In-depth interviews and focus groups were conducted with black (four) Latina (four) and Asian American (four) women enrolled in a social justice-oriented urban teacher education program in California. Data revealed that participants in this study: (1) had experienced racism and internalized racism in their K-12 education; (2) had done self-work prior to enrolling in their teacher education program to begin the process of unpacking internalized racism; and (3) felt that critical dialogues about internalized racism within teacher preparation was essential to develop pedagogy that challenges racial inequality. This study adds to the field by taking a cross-racial approach to understanding the struggles of teachers of color with internalized racism in their own lives. It additionally outlines an important process many teachers of color go through to develop racially just classrooms.

Keywords:

• teachers of color
• teacher education
• school racism
• internalized racism
• Critical Race Theory
• urban education
• pre-service teachers

Notes

1. The term ‘people of color’ refers to racial minorities within the US. This includes individuals of African, Asian, Pacific Islander, Latina/o, indigenous or mixed race descent. The racial categories of inclusion within this term also apply to the terms ‘teachers of color,’ ‘students of color,’ and ‘communities of color’ used throughout this paper.