Using Helm’s White Racial Identity Development Model (WRIDM) to Empower Culturally Responsive and Sustaining Preservice Teachers

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 1
  In Roundtable Session: Critical Perspectives on Policy and Inclusion

Abstract

This study investigated the White Racial Identity Development (WRID) of teacher candidates in a MAT program emphasizing Culturally Responsive and Sustaining (CRS) practices. Given that nearly 80% of K-12 teachers in the U.S. are White, fostering anti-racist dispositions is crucial. Using Helms's WRIDM as a pedagogical and analytical tool, participants engaged in reflective assignments, including a "Reflection Wheel" and "Body Maps," to assess their WRID evolution. Findings indicated participants' WRID was deeply personal and showed promising growth, was often contextual and non-linear. Trends showed initial discomfort discussing oppressive schooling practices. Subsequent reflections demonstrated progress toward positive WRID with increased confidence confronting racist practices. This research highlights the WRIDM's effectiveness in helping White preservice teachers develop dispositions for equitable classroom practices.

Author

• Kristina M. Valtierra, Colorado College