Qualitative research continues to demonstrate a majority white, female, middle-class teaching force is struggling to effectively teach an increasingly culturally and linguistically diverse U.S. student population (Hollins & Guzman, 2005; Nieto, 2000). As a result, teacher education incorporates multicultural education/diversity coursework to teach prospective teachers (PSTs) how to incorporate culturally and/or linguistically diverse children in the classroom (Hollins & Guzman, 2005). This has resulted in having discussions about race and racism. Consequently, due to the social-political nature of the topic, teacher educators have had a difficult time discussing how inequities occur along racial lines. Commonly, PSTs resist conversations about race by disengaging from the class discussion or dismissing viewpoints that highlight the historical influence of race in today's society. This project compares teacher educator's approach to resistance, my own experimental experience, and what discipline outside teacher education says about resistance, defensive resistance.
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