Abstract
ABSTRACTPurpose. The purpose of this narrative inquiry study is to explore through an
intersectional lens how teacher candidates who experienced labeling as a PK-12 student,
whether it be for socioeconomic, academic, physical, behavioral, or other differences,
understand themselves, their students, and their teaching practice, based on these
experiences.
Conceptual Framework. The theoretical framework for this study combines
intersectionality, linguistic relativity, and social representations theory. Intersectionality
attests the multidimensional nature of our social identities tied to historical, social,
political, and economic factors that reveal observable and contrasting experiences of
access and treatment within society’s institutions and systems. Linguistic relativity
proposes that the lexical, grammatical, and cultural constructs of language shape thought
and perception. Social representations theory posits that the ways in which objects, ideas
and beings are represented in society shapes people’s understandings, expectations and
relationships with those entities and ideas.
Methodology. Narrative inquiry was the methodology applied to this qualitative study.
Teacher candidates’ stories of experience were reviewed in an iterative process,
producing narratives that were co-created and member-checked by their participants.
Three-dimensional narrative analysis, segment memoing, and lean coding revealed four
emergent themes, with 10 subthemes.
Findings and Conclusion. Educators and institutions were found to utilize labels to
justify maltreatment of students by framing them through deficit-based perspectives
targeting students’ social identities. Such labeling was shown to harm both the students
and their caregivers by fostering this internalized stigma. Teachers served as key models
(both positive and negative) for the development of future educators’ teacher identity.
Teacher candidates were shown to transform painful experiences associated with labeling
into a purpose and commitment to the teaching profession.
Recommendations. Research and theory on teacher identity formation should
incorporate more exploration on the influence of PK-12 student labels on teacher
candidates. Teacher education must prioritize the inclusion of the diverse stories of
teacher candidates who have experienced labeling and its consequences, calling programs
to action that actively address labeling and identity work in their curricula.