Abstract

The purpose of this study was to understand and describe the experiences of individuals–advisor, facilitator, and student–participating in this anti-racism discussion initiative as part of the teacher preparation program at Endicott College. The overarching research question was: In response to the systemic racism in the United States that was the focus of the Black Lives Matter Protests, Summer 2020, what are the initiatives in higher education to develop an antiracism curriculum for pre-service professionals? The study also examined the impacts of one specific initiative on the feelings of pre-service educators regarding anti-racism education as a necessary part of teacher preparation programs. The research indicates that students of color who attend predominantly White schools in America do not feel included in their school community (Chapman, 2014; Henry et al., 2020; Ispa-Landa, 2013; Ispa-Landa & Conwell, 2015; Moody, 2001; Wiggan & Watson-Vandiver, 2019). These feelings emerge as a result of disconnect between students of color and their educators and their peers (Chapman, 2014; Ispa-Landa, 2013; Ispa-Landa & Conwell, 2015; Moody, 2001), a disconnect between students of color and the eurocentric curriculum that is taught (Dotts, 2015; Matias & Liou, 2015; Wiggan & Watson-Vandiver, 2019), and feelings of academic inferiority (Henry et al., 2020). The research also acknowledges that if teachers are exposed to Critical Race Theory and explored their whiteness they would have a better chance of implementing anti-racist teaching in their future classrooms (Mackey, 2015). This was a qualitative study with a case study approach. The participants included one Advisor, one Facilitator and two Students who participated in anti-racism discussion groups as part of an initiative implemented by the Endicott College School of Education. Data was collected through recorded interviews with all four participants and the observations of the researcher in the role of a facilitator. The findings of this study suggest that there is a need and a desire for the implementation of anti-racism curriculum as a part of teacher preparation programs.

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