Exploring the In-School Identity Construction of Suburban Teachers of Color

In this exploratory qualitative study, I investigated the socialization experiences of eight teachers of color in two different suburban schools, and how they characterized their in-school identity construction. The findings revealed that the following factors influenced how the teachers constructed their identities: to deflect stereotypic images about their racial/ethnic group, to avoid prejudicial expectations from school members, and to integrate or demarcate their public/private lives