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This ethnographic study investigates how a counterspace for Black women pre-service teachers at a predominantly white institution supports educator development. Using grounded theory and fieldnotes from a meeting, findings show the counterspace enabled participants to interrogate school experiences, build insider connections and belonging, and challenge the monolith through shared narratives and histories, supporting healing and teacher growth.",{"@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/seeking-healing-through-black-sisterhood-examining-the-affordances-of-a-counterspace-for-black-women-pre-service-teachers/591034/",{"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/seeking-healing-through-black-sisterhood-examining-the-affordances-of-a-counterspace-for-black-women-pre-service-teachers/591034.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the study focus on Black women pre-service teachers’ needs?","Question",{"text":112,"@type":113},"Teacher diversity initiatives often highlight student benefits while overlooking the developmental and social-historical needs of minoritized teachers. The study investigates those overlooked needs within a predominantly white institution.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method does the study use?",{"text":117,"@type":113},"The study uses an ethnographic grounded theory approach, analyzing fieldnotes from one meeting to understand how the counterspace supported participants’ educator development and healing.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the counterspace contribute to participants’ healing?",{"text":121,"@type":113},"It supported healing in three ways: enabling participants to interrogate their own U.S. school experiences, providing insider connections with belonging and legitimacy, and challenging the idea of Black women as a monolith by inviting diverse stories and histories.","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},591034,1792160830,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Seeking Healing through Black Sisterhood: Examining the Affordances of a Counterspace for Black Women Pre-Service Teachers  \nMariah Harmon  \nVanderbilt University  \nIlana Seidel Horn  \nVanderbilt University  \nAbstract  \nCalls to increase diversity in the United States teacher workforce emphasize benefits to students without strategic consideration of minoritized teachers’ needs. In this ethnographic study, we investigate the affordances of a counterspace for Black women pre-service teachers in a predominantly white institution to support their development as educators. Using a grounded theory approach, we analyze fieldnotes from one meeting to understand how the counterspace offered participants a space to reconcile with contradictions experienced working in schools. The counterspace contributed to participants’ healing in three ways: (1) it made space for participants to interrogate their own experiences in U.S. schools; (2) it offered insider connections, a fundamental sense of belonging and legitimacy; and (3) it busted the myth of the monolith, by inviting the breadth of Black women’s stories and histories. These findings suggest that building community through shared identity markers can foster a rich environment for teacher development.  \nKeywords: Black women teachers, pre-service teachers, culturally responsive teacher education  \nAILACTE Journal 105  \nHarmon and Horn  \nI am a Black Feminist. I mean I recognize that my power as well as my primary oppressions come as a result of my [B]lackness as well as my womaness, and therefore my struggles on both of these fronts are inseparable.  \n—Audre Lorde  \nBlack women preservice teachers…Although stereotyped tobe similar, come in all shapes, sizes, and personalities. They are the Pikachu of teachers, a true, rare Pokémon. I am proud to be in the number. I am proud to do this work too. I am proud to work with and create with other Black women. Bingo. When I get the chance, and sometimes it's rare, I love collaborating with Black women. That's what brought me through my teacher prep program at [Historically Black College] . It is amazing to see Black women teachers who will connect, share, and love on one another.  \n—Collaborative Writing from BWT Participants, January 2020  \nIntroduction  \nThe second excerpt above is from a writing activity completed by four Black women pre-service teachers. In the activity, they were given the prompt,“Black women pre-service teachers...” They had a minute to write whatever came to mind. At the end of the minute, they passed their papers to the next woman and received a new paper to continue writing. In this way, the collectively constructed text represents one collaborative take on what it means to be a Black woman educator. They understand the ways that others stereotype them, but they are proud to be in this historically important group and excited to share and collaborate with other Black women. They do not always get such opportunities, but when they do, they are eager to connect to and love one another.  \nThis connection and love are important because the journey to becoming a teacher can be difficult. Not only must pre-service teachers learn what to do in a classroom, but they also must learn how to think about the work of teaching (Horn & Campbell, 2015). Teacher education programs are ostensibly designed to support this development among teacher candidates. However, historically, teacher education programs have primarily focused on challenges white teachers encounter entering schooling  \n106 AILACTE Special Issue 2021  \nSeeking Healing through Black Sisterhood  \ncontexts, ignoring the unique developmental needs of Black teachers (Sleeter, 2001; Gist, 2014; Brown, 2014).  \nNot surprisingly, this focus on white teachers reflects the current teacher demographics in K–12 schools. In the school year 2015-2016, 79% of public school teachers were white, and 76% were female (Condition of Education, 2020). Exacerbating this, attrition among Bl","cbCaijOO2fJK8RHq","https://ap.wps.com/l/cbCaijOO2fJK8RHq","pdf",214046,28,"English","# Introduction\n## Background and rationale\n## Racial matching and its limits\n# Study focus and approach\n## Counterspace for Black women pre-service teachers","[{\"question\":\"Why does the study focus on Black women pre-service teachers’ needs?\",\"answer\":\"Teacher diversity initiatives often highlight student benefits while overlooking the developmental and social-historical needs of minoritized teachers. The study investigates those overlooked needs within a predominantly white institution.\"},{\"question\":\"What research method does the study use?\",\"answer\":\"The study uses an ethnographic grounded theory approach, analyzing fieldnotes from one meeting to understand how the counterspace supported participants’ educator development and healing.\"},{\"question\":\"How did the counterspace contribute to participants’ healing?\",\"answer\":\"It supported healing in three ways: enabling participants to interrogate their own U.S. school experiences, providing insider connections with belonging and legitimacy, and challenging the idea of Black women as a monolith by inviting diverse stories and histories.\"}]","Seeking Healing through Black Sisterhood - Examining the Affordances of a Counterspace for Black Women Pre-Service Teachers | PDF",1792070980,71]