Productive diversity, liability, and social responsibility: white women preservice teachers’ understanding of undocumented status

The predominance of white preservice teachers in a countrymarked by anti-immigrant sentiment has implications for the rolethey will play in creating equitable patterns of achievement andopportunity. This article explores how white preservice teachersmay fulfil this role by presenting findings on white women preserviceteachers’ sensemaking of undocumented status. Analysis ofinterview data revealed three key themes in participants’ sensemaking:sensemaking as productive diversity, liability, and socialresponsibility. Analysis also revealed various factors influencingWWPTs’ sensemaking, including life experiences, teacher educationcoursework, and news media. Findings suggest that without formallearning opportunities about immigration and undocumented status,white women preservice teachers are unlikely to conscientiouslyengage with these issues in the classroom. Implications forteacher education are discussed.