To See or Not To See: Preservice Teacher Attitudes Toward Color Blindness

Kreamelmeyer, Kathleen; Kline, Anthony; Zygmunt, Eva; Clark, Patricia

doi:10.1080/08878730.2016.1152841

Cited by 11 publications

(1 citation statement)

References 28 publications

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“…A recent example from the local city newspaper, in which a reporter altered the name of a main thoroughfare to include "ghetto," is illustrative of the pervasive nature of these stereotypes. Unsurprisingly, students on campus, many of whom are drawn from the local area, subscribe to these stereotypes (Kreamelmeyer, Kline, Zygmunt, & Clark, 2016) and have been advised to avoid this part of town-the implication, of course, is that the neighborhood is "bad," and/or "dangerous." Countering this narrative, Makenzie reflects, Although I am now horrified at the comment in the newspaper, I am ashamed to admit that I probably would have believed it before this program.…”

Section: Assertion 2: Interpreting Community Strength and Resiliencementioning

confidence: 99%

Loving Out Loud: Community Mentors, Teacher Candidates, and Transformational Learning Through a Pedagogy of Care and Connection

Zygmunt

Cipollone

Tancock

et al. 2018

Journal of Teacher Education

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Although there has been significant research examining the practice of culturally responsive teaching, little empirical work to date has examined the role that community-engaged, teacher preparation models play in shaping prospective teachers’ orientation toward cultural responsiveness. This study of 60 preservice teacher candidates enrolled in a program of community-engaged teacher preparation at a midsized Midwestern public university specifically examined the ways in which caring relationships between preservice teachers and volunteer community mentors scaffolded candidates’ contextualized understanding of culture, community, and identity of children and families. Findings provide evidence that as candidates experience authentic caring within the space of supportive relationships, they emerge equipped to care in more authentic, culturally responsive ways for their students.

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Section: Assertion 2: Interpreting Community Strength and Resiliencementioning

confidence: 99%