dysconscious

— The findings presented herein will show what these beliefs and responses have to do with what I call "dysconscious racism" to denote the limited and distorted understandings my students have about inequity and cultural diversity—understandings that make it difficult for them them to act in favor of truly equitable edutcation. This article presents a qualitative analysis of dysconscious racism as reflected in the responses of my teacher education students to an open-ended question I posed at the beginning of one of my classes during the fall 1986 academic quarter to assess student knowledge and understanding of social inequity.