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

The predominance of white preservice teachers in a country marked by anti-immigrant sentiment has implications for the role they will play in creating equitable patterns of achievement and opportunity. This article explores how white preservice teachers may fulfil this role by presenting findings on white women preservice teachers’ sensemaking of undocumented status. Analysis of interview data revealed three key themes in participants’ sensemaking: sensemaking as productive diversity, liability, and social responsibility. Analysis also revealed various factors influencing WWPTs’ sensemaking, including life experiences, teacher education coursework, and news media. Findings suggest that without formal learning opportunities about immigration and undocumented status, white women preservice teachers are unlikely to conscientiously engage with these issues in the classroom. Implications for teacher education are discussed.