Student Teaching in Diverse Settings: Impact on White Racial Identity and Teacher Efficacy

• In Event: Roundtable Session 95
  In Roundtable Session: Teacher Identity and Disposition in Diverse Learning Contexts

Abstract

The purpose of this study was to examine how diversity of field placement affected student teachers’ White racial identity (WRI), as well as the relationship between WRI and teacher efficacy. Data revealed a significant negative correlation between scores on the Pseudo-Independence subscale of the White Racial Consciousness Development Scale-Revised and all subscales of the Teacher Sense of Efficacy Scale. An analysis of covariance indicated no significant differences on WRI between those placed in predominantly White schools to those placed in more diverse settings. Discussion addresses the importance of White racial identity as a construct and the need to provide opportunities within teacher preparation programs to critically examine issues of Whiteness.

Authors

• Diane S. Bloom, Kean University

• Terri Peters, Monmouth University