"Who The Hell Am I? What Am I Bringing In here?": A Phenomenographic Exploration of Antiracist Mentor Development
Abstract
Teacher attitudes toward racial diversity profoundly impact students, especially when compounded by teacher and student demographic disparities. Despite the purported goal of addressing biases and deficit thinking that limit teachers' ability to support all learners, antiracist pedagogy in teacher credentialing is poorly understood. Also included in the credentialing process, newly qualified teachers (NQTs) in California engage in a two-year induction program, collaborating closely with an induction mentor to attain their clear credential. Employing a qualitative, phenomenographic approach, this study explored how mentors within a longstanding induction program understood and implemented antiracist pedagogy. The research uncovered significant insights into (a) dimensions of mentor development towards antiracism, (b) antiracist mentoring practices, and (c) the support mentors offered NQTs. The study concludes with practical recommendations for enhancing professional development and course content in induction and teacher education programs to foster the growth of antiracist educators.
