Who are we talking about?: Reviewing Literature on Racial Identity Development in Teacher Education

• In Event: Racial Identity & Teacher Education: Critical Conversations about Privilege and Power

Abstract

In pursuit of greater educational equity, addressing the role that race plays in teacher education remains a critical area of focus, yet there is wide variance in how race is taken up in teacher education research. In this systematic review, we use critical race theory and racial identity development theories as lenses to explore research on racial identity development in teacher education. In so doing, we uncover a focus on white teacher candidates and teacher educators’ racial identity in the literature and surface four ways that the purpose and significance of racial identity development in teacher education is framed. This review offers important insights into how race and identity are conceptualized in teacher education research and what areas remain understudied.

Authors

• Adina Goldstein, University of Pennsylvania

• Lisette N. Enumah, University of Pennsylvania

• Brooke Porter, University of Pennsylvania