The purpose of this dissertation was to investigate the intersectional awareness of preservice general education teachers as experienced through an internship in an urban, Title 1 funded school. Intersectionality Theory (Boveda, 2016; Crenshaw, 1990; Dill & Zambrana, 2009; Jones & Wijeyesinghe, 2011) was used as a theoretical framework to inform this study. A descriptive phenomenological design (Creswell, 2013; Moustakas, 1994) was used to examine preservice teachers' (PSTs)lived experiences within their teacher preparation program courses and internship. Data were collected through individual semi-structured interviews with preservice general education teachers. Data analysis was completed using Colaizzi's (1978) seven-step process as outlined by Sanders (2003). Thematic analysis resulted in three primary themes around how participants experienced intersectionality in their internship experiences. The primary themes included: (a) Understanding my role and identity as an intern and teacher in an urban, Title 1 funded school; (b) Acknowledging the context of my students and my school; and (c) Serving all students through my knowledge, skills, and dispositions. Data and results from this study inform research, practice, and policy related to intersectionality and its application to teacher education to advance educational equity. This research builds upon the work of scholars committed to enhancing teacher education to develop teachers with the knowledge, skills, and dispositions needed to serve all students.
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Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Teacher Education
Education; Exceptional Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Pike, Lindsey, "Preservice Teacher Intersectional Awareness: A Qualitative Inquiry" (2023). Electronic Theses and Dissertations, 2020-. 1636.