To See or Not To See: Preservice Teacher Attitudes Toward Color Blindness |
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Authors: | Kathleen Kreamelmeyer Anthony Kline Eva Zygmunt Patricia Clark |
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Institution: | 1. Department of Elementary Education, Ball State University kkreamel@bsu.edu;3. Franks School of Education, Trine University;4. Department of Elementary Education, Ball State University |
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Abstract: | This study examined the perspectives of 85 undergraduate preservice teacher candidates engaged in a required survey course on diversity at a midsized Midwestern university. Candidates completed the Common Beliefs Survey at both the beginning and end of the 16-week semester. Quantitative analysis of the pre- and postcourse Likert ratings of candidates indicated a significant negative shift relative to the statement, “I don't think of my students in terms of their race or ethnicity; I am color-blind when it comes to my teaching.” Further qualitative analysis of candidates who provided written rationale for their numeric response indicated prevailing themes of conscious bias, intentional color-blindness, and movement toward appreciation of racial difference as a critical cognizance. Implications for teacher education include experiences beyond the scope of a survey course if significant schematic shift leading to the potential for educational equity is to be realized. |
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