Date of Award
5-10-2026
Date Published
June 2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Special Education
Advisor(s)
Christine Ashby
Keywords
Disability-Centered Culturally Sustaining Pedagogies;DisCrit;Diverse Learners;Inclusive Education;Multiply Marginalized Learners;Preservice Teacher Preparation
Abstract
The student population in the United States is increasingly diverse, yet students from marginalized groups — particularly those with intersecting identities including disability — continue to experience poorer outcomes and limited opportunities. In response, some universities have developed programs to prepare teachers to create inclusive, culturally sustaining opportunities for students from marginalized groups. This qualitative study analyzed self-perceptions of preparedness among nine preservice teachers recruited from two elementary dual-certification programs in the Northeastern United States. The study asks: What are the self-perceptions of preparedness to work with diverse learners among preservice teachers enrolled in dual certification programs? Drawing on Disability Studies in Education (DSE) (Connor et al., 2008; Gabel, 2005), Disability Critical Race Theory (Annamma et al., 2016), Culturally Sustaining Pedagogies (Paris & Alim, 2017), and Disability-Centered Culturally Sustaining Pedagogies in Teacher Education (Kulkarni et al., 2024), I developed the Inclusive Identity-Affirming Teacher Competencies (IIATCs) as both a methodological and analytic tool. Data were collected through quantitative forced-choice ranking activities and qualitative semi-structured interviews. Findings indicate that participants expressed preparedness to presume competence of, and build relationships with, future students and to apply UDL and differentiation in their future classrooms. However, participants showed stronger preparation for supporting students with disabilities than students marginalized by race and ethnicity, paid limited attention to intersectionality, and lacked the deep understanding of systemic oppression necessary to truly transform the experiences of multiply marginalized students. These findings have implications for how dual certification programs are structured and what topics they address, as well as for the ongoing professional development needed to support novice teachers in becoming agents of change for multiply marginalized learners.
Access
Open Access
Recommended Citation
Petit-McClure, Sara H., "“It makes me wonder: How can we build truly inclusive, co-taught environments that support every student, not just those with more easily accommodated needs?”: Preservice Teachers’ Self-perceptions of Preparedness for Working with Diverse Learners" (2026). Dissertations - ALL. 2301.
https://surface.syr.edu/etd/2301
