Examining Disequilibrium in an Immersion Experience

This study examines the disequilibrium raised by a cultural immersion experience, using the structure of White racial identity development, in an effort to better scaffold the immersion experience in the future. Thirty-two students participated in an immersion experience in Quito, Ecuador. The study follows their experience as they strive to make sense of their experience and begin to understand and unpack their own sense of privilege. The six stages of racial identity development are used as a grid through which to view and consider the experiences of teacher candidates in a cultural immersion experience. Two predominant themes included schools/classroom management, and language/culture/race. Many, perhaps most, of our white students in the United States think that racism does not affect them because they are not people of color: they do not see "whiteness" as racial identity. Harlon Dalton, 1995 Imagine three professors discussing the most profound learning experiences of their lives. Of the three of us, one is Latina and two are White. We all name international experiences as the most far-reaching learning experience in our lives. That initial conversation has led to many others. We dream of giving our graduate students similar experiences and ultimately we have devised a program that allows our teacher candidates an immersion experience in Quito, Ecuador, giving them an opportunity to experience what it is to be racially, culturally and linguistically other. Over a two-year period, we have led 32 students to Ecuador for three-week practicums that included homestays. They live with Ecuadorian families, teach in Ecuadorian schools and study Spanish. At the end of the practicums, the outcomes remain varied. One refrain that is repeated at interesting intervals in both groups is one that deals with a new realization of what it means to be White, American, and privileged, exemplified by a student comment, “I have never felt more like a stupid American!” This refrain comes from all age groups and is echoed in their debriefing forums when they returned home. We joined forces with a colleague who is assisting us in understanding white racial identity development. The purpose of doing so is to examine the disequilibrium raised by the immersion experience, using the structure of White racial identity development, in an effort to better scaffold the immersion experience in the future.