Critical Race Theory in White Spaces: A Quantitative Study of the Teachers of White Students

• In Event: The (Anti)Racist Education of White Teachers and Students

Abstract

Framed by Critical Race Theory (CRT), this study examined 104 white social studies teachers in predominantly white public school districts. Participants completed a demographic questionnaire, the Critical Multicultural Competency Scale, the Critical Consciousness scale and a questionnaire involving CRT. Findings suggested impact of segregation on beliefs and teaching practices. Participants reported growing up in predominately white towns, attending predominantly white schools, and few were taught by a social studies teacher of color. Majority were unaware of CRT and had varying perspectives on its premises. Policy supporting teachers of white students and providing professional development focused on CRT are discussed. This research is especially important as CRT has been pushed to the forefront of political discussions surrounding education.

Author

• Antony Farag, Westfield Public Schools