Social justice teaching means helping students understand how power, identity, and opportunity shape their experiences in school and society. In this study, Miami University faculty member Ganiva Reyes and colleagues examined what happens when preservice teachers — future educators still in training — take courses intentionally redesigned to highlight equity issues in the classroom. Preservice teachers (often called PSTs) are college students preparing for their first teaching license, and the research shows that their coursework plays a major role in shaping how they think about fairness, belonging, and student diversity.

The study found that many PSTs entered their programs aware of broad social inequalities, but they often lacked deeper knowledge about racism, sexism, homophobia, disability discrimination, and poverty. Through a new Critical Social Justice Teacher Education framework, three required courses helped them build the confidence and skills needed to recognize inequities and plan classroom practices that respond to students’ diverse identities. For example, they learned that equity issues in the classroom are not only about resources but also about whose voices are heard, how curriculum reflects students’ lives, and how teachers respond to harmful comments or biased practices. Coursework also encouraged PSTs to reflect on their own identities and discomfort, which the study highlights as essential to becoming a socially aware educator.

Results showed strong gains in teachers’ acceptance of social justice issues and their belief that teaching must adapt to students’ cultural backgrounds. Many preservice teachers described moving from surface-level understanding to intentional, responsive instructional choices—such as creating inclusive discussions, adjusting curriculum for diverse learners, and recognizing that teaching itself is a political act. This research underscores that preparing socially just teachers requires more than a single diversity course; it thrives when programs intentionally sequence learning across classes and create supportive environments for deep reflection.

Faculty authors: Ganiva Reyes, Miami University
SEO keywords: social justice teaching, preservice teachers, equity issues in the classroom, teacher preparation, critical social justice education
Publication details: The Teacher Educator, “A Path Forward: A Critical Race Mixed-Methods Study of Social Justice Teacher Education,” https://doi.org/10.1080/08878730.2024.2423217