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The current demographic gap that exists between a predominantly white and female teacher force and an increasing diverse K-12 student population has prompted a focus on the recruitment and retainment of teachers of color. These recruitment and retainment efforts at times come at “the expense of preparation” ( Gist, 2014 , p. 266). Further, education scholars have critiqued teacher education due to the exclusion of the voices and experiences of pre-service teachers of color ( Sleeter &amp; Thao, 2007 ; Takimoto  Amos, 2016 ). With the goal of improving the preparation of pre-service teachers of color, this article offers a concrete pedagogical strategy to build on the cultural and linguistic resources of pre-service teachers of color. In addition, the authors discuss how pre-service teachers of color enrolled in Diversity in Education course responded to the TED Talk  Danger of a Single Story  (Adiche, 2009). In response to the prompt “What do you wish people really knew about your identity”, three themes were illuminated: 1 – Resisting Essentializing, and Racializing Discourses, 2 – Hybrid Identities, 3 – Solidarity, and Community Building. The authors discuss how constructivist learning and culturally responsive pedagogies should be utilized to build equitable teacher education programs for all pre-service teachers. Additionally, best practices, recommendations, and strategies are included for the use of the online discussion boards as productive sites for critical thought.

“Danger of a single story”: Pre-service teachers’ of color use of an online discussion board to discuss the essentialization of culture