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Being more than just seen: the struggle of navigating the white space of teacher education

Grace Inae Blum (Department of Education, Development, Teaching, and Learning, Central Washington University, Ellensburg, Washington, USA)
Keith Reyes (Central Washington University, Ellensburg, Washington, USA)
Eric Hougan (Central Washington University, Ellensburg, Washington, USA)

Journal for Multicultural Education

ISSN: 2053-535X

Article publication date: 8 July 2021

Issue publication date: 11 October 2021




The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.


This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.


The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.


This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.



Blum, G.I., Reyes, K. and Hougan, E. (2021), "Being more than just seen: the struggle of navigating the white space of teacher education", Journal for Multicultural Education, Vol. 15 No. 3, pp. 239-252.



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