Introduction:
The Study:
To recruit and retain a more diverse population of teachers, it is necessary to create an inclusive environment wherein historically marginalized prospective teachers (PTs) feel valued, supported, and empowered to contribute to the profession. In particular, teacher educators need to foster a sense of belonging for historically marginalized PTs in their programs and in the field of teaching. Fostering a sense of belonging is especially important for PTs, as it impacts both their commitment to providing equitable learning opportunities to their own students and their long-term retention in the profession. Research suggests that when students experience belonging, they have increased engagement in coursework and with campus activities, form significant relationships with peers and faculty, and perform better academically.
As part of a larger project, we sought to understand how belonging develops in teacher education programs and to identify the factors that influence historically underserved students’ sense of belonging. More specifically, and drawing on intersectionality theory as our primary theoretical framework, we conducted a qualitative case study focused on four preservice teachers (PTs) enrolled in a secondary mathematics teacher education program in the southeastern United States.

Participants:
Participants were selected through purposeful sampling and identified as holding multiple marginalized identities, making an intersectional lens essential to the study. For further context, two of our participants were Black, lesbian women. They faced sexism, racism, and homophobia. Another participant is on the autism spectrum and is a transgender man who faced transphobia. The women in the study faced sexism and struggled for belonging in their pure mathematics classes because they were women education majors.

Methods:
To analyze the data, we used thematic analysis, engaging in an iterative process of generating, grouping, and refining codes to construct broader themes. This approach allowed us to identify patterns across participants’ experiences while remaining attentive to the complexity of their intersecting identities.

Results:
Our analysis identified four themes related to how professors can foster PTs’ sense of belonging in their teacher education programs: 1) Respecting students’ identities; 2) Providing supports for students; 3) Managing student interactions; and 4) Building caring relationships with students. Collectively, these themes illustrate the multifaceted nature of fostering belonging and underscore the critical role of teacher educators in shaping equitable teacher preparation experiences.

Presentation:
In this oral presentation, we will focus specifically on the ways professors either fostered or inhibited students’ sense of belonging in their program. We will highlight key factors related to faculty interactions, classroom norms and engagement, and campus involvement. Although both our presentation and paper will share participant quotes that formed our themes, in our presentation, we will share audio recordings of the students’ voices explaining their experiences with professors who impacted their sense of belonging. Addressing timely efforts to advance equity and belonging in teacher education, this presentation aims to contribute to a growing academic community committed to sharing innovative, research-informed practices that strengthen teaching and learning for all students.

Keywords: Preservice Teachers, Sense of Belonging, Traditionally Underserved Students, Multiple Marginalities.