What’s Race Got to Do With It? Preservice Teachers and White Racial Identity Development

• In Event: The Influence of Cultural Identities on Reflective Practices in Diverse Contexts

Abstract

This mixed method study examined changes in student teachers’ White racial identity after a semester working with students of color in diverse classrooms. Paired samples t-tests demonstrated student teachers were more color-blind about institutional discrimination and racial issues at the conclusion of student teaching. Qualitative data provide insight about challenges White preservice teachers face, entering placements with tacit biases, intimating students of color harbor biases as well, while ignoring sociological factors like institutional racism and historical oppression. White teachers struggled to understand the role race played in their interactions with students of color. We posit that teacher preparation programs must address the development of preservice teachers’ White racial identity to maximize the likelihood of making conscious and effective pedagogical choices.

Authors

• Terri Peters, Monmouth University

• Marcia E. Margolin, College of Saint Rose

• Kristi Fragnoli, College of Saint Rose