Skip to main content
SpringerLink
Log in

Using Epistemic Network Analysis to Understand the Intersectional Experiences of Teachers of Color in White-Dominated Education Institutions

  • Conference paper
  • First Online:
Advances in Quantitative Ethnography (ICQE 2023)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1895))

Included in the following conference series:

  • 378 Accesses

Abstract

This paper explores the experiences of preservice teachers of color completing teacher preparation historically white university. Drawing on critical race theory (CRT), this paper foregrounds intersectionality of participants’ various and intersecting identities, using epistemic network analysis (ENA) to represent connections between participants’ identities and senses of belonging within the context of their programs. ENA presents a unique opportunity to visually represent the connections between participants’ experiences and multiple salient identities simultaneously, minimizing the risk of essentialism and tokenization. Results of this intersectional analysis of preservice teachers of colors’ (PSTOC) experiences and implications for teacher education suggest that PSTOC experiences of belonging in teacher preparation can be understood through program interactions and that PSTOC social identities influence the ways they approach and make sense of their experiences. Further implications for the utility of ENA as a tool for understanding identity and intersectional experiences are offered.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Brown, K.D.: Teaching in color: a critical race theory in education analysis of the literature on preservice teachers of color and teacher education in the US. Race Ethn. Educ. 17(3), 326–345 (2014)

    Article  Google Scholar 

  2. Chávez-Moreno, L.C., Villegas, A.M., Cochran-Smith, M.: The experiences and preparation of teacher candidates of color: a literature review. In: Handbook of Research on Teachers of Color and Indigenous Teachers, vol. 165 (2022)

    Google Scholar 

  3. Deterding, N.M., Waters, M.C.: Flexible coding of in-depth interviews: a twenty-first-century approach. Sociol. Methods Res. 50(2), 708–739 (2021)

    Article  MathSciNet  Google Scholar 

  4. Frey, W.H.: The Nation is Diversifying Even Faster than Predicted, According to New Census Data. Brookings Institute (2020)

    Google Scholar 

  5. Gasman, M., Samayoa, A.C., Ginsberg, A.: Minority serving institutions: incubators for teachers of color. Teach. Educ. Q. 52(2), 84–98 (2017)

    Google Scholar 

  6. Gist, C.D., Bristol, T.J. (eds.): Handbook of research on Teachers of Color and Indigenous Teachers. American Educational Research Association (2022)

    Google Scholar 

  7. Arastoopour Irgens, G., Eagen, B: The foundations and fundamentals of quantitative ethnography. In: Damşa, C., Barany, A. (eds.) ICQE 2022. CCIS, vol. 1785, pp. 3–16. Springer, Cham (2023). https://doi.org/10.1007/978-3-031-31726-2_1

  8. Kohli, R.: Critical race reflections: valuing the experiences of teachers of color in teacher education. Race Ethn. Educ. 12(2), 235–251 (2009)

    Article  MathSciNet  Google Scholar 

  9. Lac, V.T.: A teacher action research study on critical hope in a teacher pipeline program for minoritized youth. In: Handbook of Research on Teachers of Color and Indigenous Teachers, vol. 67

    Google Scholar 

  10. Ladson-Billings, G.: Toward a theory of culturally relevant pedagogy. Am. Educ. Res. J. 32(3), 465–491 (1995)

    Article  Google Scholar 

  11. Miles, M.B., Huberman, A.M., Saldana, J.: Qualitative Data Analysis: A Methods Sourcebook (2014)

    Google Scholar 

  12. Rodriguez-Mojica, C., Rodela, K.C., Ott, C.: “I didn’t wanna believe it was a race issue”: student teaching experiences of preservice teachers of color. Urban Rev. 52(3), 435–457 (2020). https://doi.org/10.1007/s11256-019-00546-x

    Article  Google Scholar 

  13. Shaffer, D.W.: Pedagogical praxis: the professions as models for post-industrial education. Teach. Coll. Rec. 106(7) (2004a)

    Google Scholar 

  14. Shaffer, D.W.: Epistemic frames for epistemic games. Comput. Educ. 46(3), 223–234 (2006)

    Article  Google Scholar 

  15. Solorzano, D.G., Bernal, D.D.: Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Educ. 36(3), 308–342 (2001)

    Article  Google Scholar 

  16. Zörgő, S., Swiecki, Z., Ruis, A.R.: Exploring the effects of segmentation on semi-structured interview data with epistemic network analysis. In: Ruis, A.R., Lee, S.B. (eds.) ICQE 2021. CCIS, vol. 1312, pp. 78–90. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-67788-6_6

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Pennsylvania, Philadelphia, PA, 19104, USA

    Adina Goldstein & Janine Remillard

Authors
  1. Adina Goldstein
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Janine Remillard
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Adina Goldstein .

Editor information

Editors and Affiliations

  1. Clemson University, Clemson, SC, USA

    Golnaz Arastoopour Irgens

  2. University of Technology Sydney, Ultimo, NSW, Australia

    Simon Knight

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Goldstein, A., Remillard, J. (2023). Using Epistemic Network Analysis to Understand the Intersectional Experiences of Teachers of Color in White-Dominated Education Institutions. In: Arastoopour Irgens, G., Knight, S. (eds) Advances in Quantitative Ethnography. ICQE 2023. Communications in Computer and Information Science, vol 1895. Springer, Cham. https://doi.org/10.1007/978-3-031-47014-1_16

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-47014-1_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-47013-4

  • Online ISBN: 978-3-031-47014-1

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation