Will I Ever Teach? Latino and African American Students’ Perspectives on PRAXIS I

Christine I. Bennett · Lynn M. McWhorter · John A. Kuykendall

84 citations0/0 files storedAmerican Educational Research Journal

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Teacher Education and Assessments Higher Education Research Studies Critical Race Theory in Education

Abstract

This longitudinal study examined the PRAXIS I experiences of African American and Latino undergraduates seeking admission into teacher education at a Big Ten university. Participants were 44 students selected from a larger sample enrolled in a recruitment and support program aimed at members of underrepresented minority groups. The theoretical framework included ethnic identity development, stereotype threat, cultural continuity/discontinuity, and bias in standardized testing. Findings showed differences between Latino and African American students who took PRAXIS I and gender and socioeconomic differences within each ethnic group. Three “composite portraits” revealed similarities and differences across race, class, and gender and evidence that PRAXIS I is an inequitable admissions tool.

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References

1996The Art of Case Study Research 1995Stereotype threat and the intellectual test performance of African Americans.1997A threat in the air: How stereotypes shape intellectual identity and performance.2013The Action Research Planner 1983A nation at risk 2013The Action Research Planner: Doing Critical Participatory Action Research 1986Black students' school success: Coping with the ?burden of ?acting white??1995Handbook of multicultural counseling

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