Non-Traditional Black Women Teacher Candidates’ Experiences at a Traditional HBCU Teacher Education Program

Abstract

The experiences of Black women who are nontraditional students and enrolled in a traditional teacher education program remain to be under examined in the studies of teacher education. Using phenomenology as a methodology, this study explores the experiences of four Black women who are non-traditional teacher candidates at a Historically Black College and University teacher education program. Framed in Schlossberg transition theory and Black Feminist Theory, the purpose of this study is to understand how the teacher candidates personal, social, academic, as well as previous and current work experiences shaped their conceptions of teaching and being a teacher. The findings illustrate how the teacher candidates drew upon their networks, faith, family, and friends to validate their feelings, knowledge, and experiences, sustain their motivation, navigate academic and financial challenges, and adapt to learning alongside traditional teacher candidates. The data of this study suggest implications for redesigning the structure of the teacher education program with the goal of recruiting and providing immediate and continual support to non-traditional Black students.