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Author ORCID Identifier


Open Access Dissertation

Document Type


Degree Name

Doctor of Philosophy (PhD)

Degree Program


Year Degree Awarded


Month Degree Awarded


First Advisor

Sally Campbell Galman

Subject Categories

Curriculum and Instruction | Education | Teacher Education and Professional Development


This phenomenological-inspired study seeks to understand both how preservice teachers make sense of their roles as anti-sexist educators and what effects participating in anti-sexism professional development (PD) may have on preservice teachers’ beliefs and practices, specifically as they connect to gender. Through four video-recorded workshops centered on an anti-sexist curriculum, questionnaire data, and subsequent individual semi-structured interviews, this study found four distinct yet interconnected themes. The first two themes: (1) Hesitancies and (2) There, Not Here, elucidate the precariousness of the teacher candidate role. While the following themes: (3) Shifts and (4) More, demonstrate the effects of participating in this PD. These findings significantly contribute to research on shifting teacher beliefs and practices, particularly conversations focused on preservice teachers and the teacher education classroom. Additionally, this study found that educational sexism manifested not only in participants’ past and present educational contexts, but also within the researcher’s facilitation and write up of the study. This work has implications for the teacher education classroom specifically and teacher education programs more largely.