Building Bridges: A Literature Review of Authentic Relationships in White-Dominated Educational Spaces

• In Event: Sustaining Commitments: Identity and Social Justice in Teacher Education

Abstract

Within the framework of critical Whiteness studies, this literature review examined articles about White educators and how they develop authentic relationships with students whose cultural and racial backgrounds differ. This review aims to analyze these findings to answer three research questions. A review of the literature was used to deepen understanding of diversity and inclusion, revealing three significant findings: understanding differences, culturally responsive teaching, and authentic caring. Additionally, relationship barriers are also discussed. This research may inform teacher preparation programs and professional development focused on supporting teachers and creating a more inclusive and equitable classroom environment.

Author

• Maggan Quist, University of Nebraska - Lincoln