{"id":{"repo_id":"queens","oai_identifier":"oai:queensu.scholaris.ca:1974/34819"},"canonical_url":"https://search.dev.ndltd.org/etd/queens/oai:queensu.scholaris.ca:1974/34819","repository":{"repo_id":"queens","name":"Queens University","base_url":"https://qspace.library.queensu.ca/server/oai/request"},"display":{"title":"Teaching As A Two-Way Mirror: Marginalized Pre-service Educators and The Impact Of Stereotype Threat in Canada’s Teacher Education","abstract":"This thesis examines how stereotype threat—a psychological phenomenon wherein individuals fear confirming negative stereotypes about their identity group (Steele & Aronson, 1995)—shapes the experiences and retention of racialized teacher candidates (TCs) in a Canadian teacher education program. While research has documented the cognitive and affective toll of stereotype threat on marginalized groups (Breese et al., 2023), few studies have explored its manifestation within Canadian teacher education. This study employed a qualitative phenomenological design to explore the experiences of racialized TCs at a predominantly White institution (PWI). Participants were recruited through demographic surveys and an adapted version of the Stereotype Vulnerability Scale (SVS; Bullock et al., 2020). Six individuals with elevated SVS scores were selected for in-depth, semi-structured interviews. Thematic analysis, conducted with the support of NVivo, uncovered four interrelated themes: the embodied realities of navigating disjunction between institutional Equity, Diversity, Inclusion, and Indigeneity (EDII) commitments and material conditions; experiences of marginalization across both program and practicum settings; the role of identity congruence in shaping belonging; and the challenges of achieving legibility as a teacher. Participants described a range of coping strategies—including emotional distancing, racial affinity grouping, and code-switching—as simultaneously necessary and emotionally taxing. This study offers a nuanced understanding of how racialized TCs internalize and resist stereotype threat, and highlights the emotional labour involved in asserting their place within a profession that often questions their legitimacy. The thesis concludes with actionable recommendations for transforming teacher education into a more equitable and affirming space.","abstract_html":"This thesis examines how stereotype threat—a psychological phenomenon wherein individuals fear confirming negative stereotypes about their identity group (Steele & Aronson, 1995)—shapes the experiences and retention of racialized teacher candidates (TCs) in a Canadian teacher education program. While research has documented the cognitive and affective toll of stereotype threat on marginalized groups (Breese et al., 2023), few studies have explored its manifestation within Canadian teacher education. This study employed a qualitative phenomenological design to explore the experiences of racialized TCs at a predominantly White institution (PWI). Participants were recruited through demographic surveys and an adapted version of the Stereotype Vulnerability Scale (SVS; Bullock et al., 2020). Six individuals with elevated SVS scores were selected for in-depth, semi-structured interviews. Thematic analysis, conducted with the support of NVivo, uncovered four interrelated themes: the embodied realities of navigating disjunction between institutional Equity, Diversity, Inclusion, and Indigeneity (EDII) commitments and material conditions; experiences of marginalization across both program and practicum settings; the role of identity congruence in shaping belonging; and the challenges of achieving legibility as a teacher. Participants described a range of coping strategies—including emotional distancing, racial affinity grouping, and code-switching—as simultaneously necessary and emotionally taxing. This study offers a nuanced understanding of how racialized TCs internalize and resist stereotype threat, and highlights the emotional labour involved in asserting their place within a profession that often questions their legitimacy. The thesis concludes with actionable recommendations for transforming teacher education into a more equitable and affirming space.","abstract_has_math":false,"creators":["Su, Rachel"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Education","school":null,"contributors":[],"advisors":["Airton, Lee"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08-27","date_published":"2025-08-27","updated_at":"2026-07-27T20:35:29Z","subjects":["teacher education","stereotype threat","minority stress","educational psychology","racialized teacher candidates","marginalized teacher candidates","pre-service educators","teacher identity","underrepresented teacher candidates"],"languages":["eng"],"rights":["Attribution-NonCommercial-NoDerivatives 4.0 International"],"rights_urls":["http://creativecommons.org/licenses/by-nc-nd/4.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/1974/34819","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Education"]},{"key":"dc:contributor.supervisor","label":"Supervisor","values":["Airton, Lee"]},{"key":"dc:creator","label":"Author","values":["Su, Rachel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-08-27T16:33:33Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-08-27T16:33:33Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-08-27"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher education","stereotype threat","minority stress","educational psychology","racialized teacher candidates","marginalized teacher candidates","pre-service educators","teacher identity","underrepresented teacher candidates"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Attribution-NonCommercial-NoDerivatives 4.0 International"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://creativecommons.org/licenses/by-nc-nd/4.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1974/34819"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis examines how stereotype threat—a psychological phenomenon wherein individuals fear confirming negative stereotypes about their identity group (Steele & Aronson, 1995)—shapes the experiences and retention of racialized teacher candidates (TCs) in a Canadian teacher education program. While research has documented the cognitive and affective toll of stereotype threat on marginalized groups (Breese et al., 2023), few studies have explored its manifestation within Canadian teacher education. This study employed a qualitative phenomenological design to explore the experiences of racialized TCs at a predominantly White institution (PWI). Participants were recruited through demographic surveys and an adapted version of the Stereotype Vulnerability Scale (SVS; Bullock et al., 2020). Six individuals with elevated SVS scores were selected for in-depth, semi-structured interviews. Thematic analysis, conducted with the support of NVivo, uncovered four interrelated themes: the embodied realities of navigating disjunction between institutional Equity, Diversity, Inclusion, and Indigeneity (EDII) commitments and material conditions; experiences of marginalization across both program and practicum settings; the role of identity congruence in shaping belonging; and the challenges of achieving legibility as a teacher. Participants described a range of coping strategies—including emotional distancing, racial affinity grouping, and code-switching—as simultaneously necessary and emotionally taxing. This study offers a nuanced understanding of how racialized TCs internalize and resist stereotype threat, and highlights the emotional labour involved in asserting their place within a profession that often questions their legitimacy. The thesis concludes with actionable recommendations for transforming teacher education into a more equitable and affirming space."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["M.Ed."]},{"key":"dc:title","label":"Title","values":["Teaching As A Two-Way Mirror: Marginalized Pre-service Educators and The Impact Of Stereotype Threat in Canada’s Teacher Education"]}]}],"canonical_facts":{"dc:contributor.department":["Education"],"dc:contributor.supervisor":["Airton, Lee"],"dc:creator":["Su, Rachel"],"dc:date.accessioned":["2025-08-27T16:33:33Z"],"dc:date.available":["2025-08-27T16:33:33Z"],"dc:date.issued":["2025-08-27"],"dc:description.abstract":["This thesis examines how stereotype threat—a psychological phenomenon wherein individuals fear confirming negative stereotypes about their identity group (Steele & Aronson, 1995)—shapes the experiences and retention of racialized teacher candidates (TCs) in a Canadian teacher education program. 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Thematic analysis, conducted with the support of NVivo, uncovered four interrelated themes: the embodied realities of navigating disjunction between institutional Equity, Diversity, Inclusion, and Indigeneity (EDII) commitments and material conditions; experiences of marginalization across both program and practicum settings; the role of identity congruence in shaping belonging; and the challenges of achieving legibility as a teacher. Participants described a range of coping strategies—including emotional distancing, racial affinity grouping, and code-switching—as simultaneously necessary and emotionally taxing. This study offers a nuanced understanding of how racialized TCs internalize and resist stereotype threat, and highlights the emotional labour involved in asserting their place within a profession that often questions their legitimacy. 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