[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590695-105":59,"doc-detail-590695-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","racial-microaggressions-stories-of-black-candidates-in-a-teacher-preparation-program-at-a-predominately-white-institution","Racial Microaggressions: Stories of Black Candidates in a Teacher Preparation Program at a Predominately White Institution","","This qualitative study examines perspectives and lived experiences of Black candidates at a predominantly White teacher preparation institution to determine whether they received microaggressions, the impact of those experiences, and coping strategies. Results show that all but one participant experienced microaggressions from peers, professors, and institutional culture, with microinsults and microinvalidations most common. Support from mentors, peers, and community organizations countered effects, while participants challenged spokesperson roles. Findings emphasize civil discourse to reduce microaggressions in teacher preparation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/racial-microaggressions-stories-of-black-candidates-in-a-teacher-preparation-program-at-a-predominately-white-institution/590695/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/racial-microaggressions-stories-of-black-candidates-in-a-teacher-preparation-program-at-a-predominately-white-institution/590695.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about Black candidates in teacher preparation programs?","Question",{"text":112,"@type":113},"The study investigates whether Black candidates experienced microaggressions, what impact those microaggressions had, and how the candidates responded and coped with them.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What types of microaggressions were most frequently reported?",{"text":117,"@type":113},"Microinsults and microinvalidations were reported as most frequent, while microassaults were less prevalent.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study suggest to address microaggressions in teacher preparation programs?",{"text":121,"@type":113},"The findings highlight the need to develop and use civil discourse to stem the prevalence of microaggressions and support candidates through mentoring and community resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590695,1792901217,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Smith, Ralston, and Waggoner  \nWeinstein, C. S., Tomlinson-Clarke, S. & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25–38.  \nWiggins, R. A., Follo, E. J., & Eberly, M. B. (2007). The impact of a field immersion program on preservice teachers’ attitudes toward teaching in culturally diverse classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 23(5), 653–663.  \n• • •  \nRebecca Smith teaches and learns from future teachers as an Assistant Professor in the School of Education at the University of Portland in Portland, Oregon. After educating high schoolers for 10 years, she earned her Ed.D.from the University of Portland, and she now teaches methods and research courses to undergraduate and graduate students. Her research areas include teacher education, assessment, teacher professional development and learning, and educational partnerships.  \nNicole Ralson is an Assistant Professor in the School of Education at the University of Portland in Portland, Oregon. She received her Ph.D. in educational psychology with an emphasis in measurement, statistics, and research design from the University of Washington. An elementary school teacher at heart, she now teaches educational research and assessment courses to undergraduate and graduate students. Research areas include diagnostic assessment, algebraic thinking, and teacher coaching models. She also co-directs the Multnomah County Partnership for Education Research.  \nJacqueline Waggoner is a Professor in the School of Education at the University of Portland. She received her bi-university Ed.D. from the University of Oregon and Portland State University in Public School Administration and Supervision and has worked in higher education and public P–12 education for over 25 years. Research areas are teacher education, measurement, instrumentation, assessment, and data-driven decision making.  \nRacial Microaggressions: Stories of Black Candidates in a Teacher Preparation Program at a Predominately White Institution  \nKevin M  . Thomas, Ph .D .  \nElizabeth Dinkins, Ph .D .  \nImari Hazelwood, M .A  .  \nBellarmine University  \nAbstract  \nThis qualitative study examined the perspectives and experiences often Black students at a predominantly White institution in order to understand if they were recipients of microaggressions, what impact microaggressions had on them, and how they coped with the microaggressions. Findings indicate that all but one of the participants experienced microaggressions that were perpetrated by peers, professors, and/or institutional cultures, with microinsults and microinvalidations being most frequent and microassaults less prevalent. Relationships with mentors, peers, and community organizations supported students and countered the experience of microaggressions. While participants rejected the role of spokesperson as it perpetuated their lack of individuality, they acknowledged the challenge of talking about race as the only Black student in a class. Findings highlight the need to develop and utilize civil discourse to stem the prevalence of microaggressions experienced by Black candidates in teacher preparation programs.  \n76 AILACTE Volume XV Fall 2018 AILACTE Journal 77  \nThomas, Dinkins, and Hazelwood  \nEffective teacher preparation programs (TPPs) model for candidates the moral and ethical dimensions of teaching. One method TPPs employ to achieve this goal is the use of civil discourse, defined as “robust, honest, frank and constructive dialogue and deliberation that seeks to advance the public interest”(Brosseau, 2011). Certain forms of racism undermine this goal. For Black students, college campuses are often “hostile, alienating, and culturally insensitive”(Karkouti, 2016, p. 59). A 2015 study of racism at the University of Illinois Urbana campus found that 51% of students experienced microaggressions (Harwood, Choi, Orozco, Browne Huntt, & ","cbCaivHu3DjzBubN","https://ap.wps.com/l/cbCaivHu3DjzBubN","pdf",354304,"English","# Abstract\n## Introduction and Purpose\n## Literature Review\n### Theoretical Framework","[{\"question\":\"What question does the study investigate about Black candidates in teacher preparation programs?\",\"answer\":\"The study investigates whether Black candidates experienced microaggressions, what impact those microaggressions had, and how the candidates responded and coped with them.\"},{\"question\":\"What types of microaggressions were most frequently reported?\",\"answer\":\"Microinsults and microinvalidations were reported as most frequent, while microassaults were less prevalent.\"},{\"question\":\"What does the study suggest to address microaggressions in teacher preparation programs?\",\"answer\":\"The findings highlight the need to develop and use civil discourse to stem the prevalence of microaggressions and support candidates through mentoring and community resources.\"}]","Racial Microaggressions: Stories of Black Candidates in a Teacher Preparation Program at a Predominately White Institution | PDF",1792070225,23]