![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study examines the White racial identity (WRI) development of pre-service teachers in diverse and nondiverse student teaching placements. A qualitative design, using constant comparative analysis yielded salient themes/categories. Our results provide evidence that experience in diverse settings might provide opportunities for individuals to reflect on issues of their own race and ethnicity in contrast to their students’ backgrounds. Student teachers placed in more diverse settings showed evidence of WRI growth, as they became more cognizant of their heritage and their own privileges. We found that the level of diversity of student teaching field placements influenced White student teachers’ perceptions of working with students of color. We propose that ongoing discussions will foster an awareness of the history of racism and discrimination in the United States that has created racial and educational inequities, which, in turn, will promote multicultural competence.
Keywords urban education, teachers, multicultural education, accountability
References
Section:
|
Bloom, D. S., Peters, T. (2012). Student teaching experience in diverse settings, white racial identity development and teacher efficacy. Journal of Educational and Developmental Psychology, 2(2), 72-84. Google Scholar | Crossref | |
|
Bonilla-Silva, E. (2003). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Lanham, MD: Rowman & Littlefield. Google Scholar | |
|
Carter, R. T., Goodwin, A. L. (1994). Racial identity and education. Review of Research in Education, 20, 291-336. Google Scholar | Abstract | ISI | |
|
Causey, V. E., Thomas, C. D., Armento, B. J. (2000). Cultural diversity is basically a foreign term to me: The challenges of diversity for preservice teacher education. Teaching and Teacher Education, 16, 33-45. Google Scholar | Crossref | ISI | |
|
Cross, B. E. (2003). Learning or unlearning racism: Transferring teacher education curriculum to classroom practices. Theory Into Practice. 42, 203-209. Google Scholar | Crossref | ISI | |
|
deKoven, A. (2011). Engaging White college students in productive conversations about race and racism: Avoiding dominant-culture projection and condescension-judgment default. Multicultural Perspectives, 13, 155-159. Google Scholar | Crossref | |
|
Fasching-Varner, K. J. (2013). Working through Whiteness: Examining White racial identity and profession with pre-service teachers. Lexington, MA: Lexington Books. Google Scholar | |
|
Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125. Google Scholar | SAGE Journals | |
|
Groff, C. A., Peters, T. (2012). “I don’t see color”: The impact of field placements on preservice teachers’ white racial identity development. Journal of Educational and Developmental Psychology, 2(2), 1-15. Google Scholar | Crossref | |
|
Han, H., West-Olatunji, C., Thomas, M. (2011). Use of racial identity development theory to explore cultural competence among early childhood educators. SRATE Journal, 20(1), 1-11. Google Scholar | |
|
Haviland, V. S. (2008). Things get glossed over: Rearticulating the silencing power of whiteness in education. Journal of Teacher Education, 59, 40-54. Google Scholar | SAGE Journals | |
|
Helms, J. E. (Ed.). (1990). Black and White racial identity: Theory, research, and practice. Westport, CT: Greenwood Press. Google Scholar | |
|
Helms, J. E. (1995). An update of Helms’s white and people of color racial identity models. In Ponterotto, J. G., Casas, J. M., Suzuki, L. A., Alexander, C. M. (Eds.), Handbook of multicultural counseling (pp. 181-198). Thousand Oaks, CA: Sage. Google Scholar | |
|
Helms, J. E. (2002). A remedy for the Black–White test-score disparity. American Psychologist, 57, 303-305. Google Scholar | Medline | |
|
Helms, J. E., Cook, D. A. (1999). Using race and culture in counseling and psychotherapy: Theory and process. Needham, MA: Allyn & Bacon. Google Scholar | |
|
Howard, G. R. (2006). We can’t teach what we don’t know (2nd ed.). New York, NY: Teachers College Press. Google Scholar | |
|
Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York, NY: Teachers College Press. Google Scholar | |
|
Landis, J. R., Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. doi:10.1148/radiol.2282011860 Google Scholar | Crossref | Medline | |
|
Lensmire, T. J. (2010). Ambivalent white racial identities: Fear and an elusive innocence. Race Ethnicity and Education, 13, 159-172. Google Scholar | Crossref | ISI | |
|
Levine-Rasky, C. (2000). The practice of whiteness among teacher candidates. International Studies in Sociology of Education, 10, 263-284. Google Scholar | Crossref | |
|
Middleton, R. A., Erguner-Tekinalp, B., Williams, N. F., Dow, J. E. (2011). Racial identity development and multicultural counseling competencies of White mental health practitioners. International Journal of Psychology and Psychological Therapy, 11, 201-218. Google Scholar | |
|
National Center for Education Statistics . (2011). The condition of education 2011. Washington, DC: The United States Department of Education. Google Scholar | |
|
Nicoll, F. (2000). Indigenous sovereignty and the violence of perspective: A White woman’s coming out story. Australian Feminist Studies, 15, 369-386. Google Scholar | Crossref | |
|
Pollack, T. M. (2012). The miseducation of a beginning teacher: One educator’s critical reflections on the functions and power of deficit narratives. Multicultural Perspectives, 14, 93-98. doi:10.1080/15210960.2012.673318 Google Scholar | Crossref | |
|
Rockquemore, K. A., Arend, P. (2002). Opting for White: Choice, fluidity and racial identity construction in post civil-rights America. Race & Society, 5, 49-64. Google Scholar | Crossref | |
|
Ruggles-Gere, A., Buehler, J., Dallavis, C., Shaw-Haviland, V. (2009). A visibility project: Learning to see how preservice teachers take up culturally responsive pedagogy. American Educational Research Journal, 46, 816-852. doi:10.3102/0002831209333182 Google Scholar | Crossref | |
|
Settlage, J. (2011). Counterstories from White mainstream preservice teachers: Resisting the master narrative of deficit by default. Cultural Studies of Science Education, 6, 803-836. Google Scholar | Crossref | |
|
Siwatu, K. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter? Teaching and Teacher Education, 27, 357-365. Google Scholar | Crossref | ISI | |
|
Strauss, A., Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Google Scholar | |
|
Tatum, B. D. (1994). Teaching White students about racism: The search for White allies and the restoration of hope. Teachers College Record, 95, 462-476. Google Scholar | ISI | |
|
Tatum, B. D. (1997). “Why are all the Black kids sitting together in the cafeteria?” And other conversations about race. New York, NY: Basic Books. Google Scholar | |
|
Winans, A. (2005). Local pedagogies and race: Interrogating white safety in the rural college classroom. College English, 67, 253-273. Google Scholar | Crossref | ISI | |
|
Zamudio, M. M. (2011). Critical race theory matters. New York, NY: Routledge. Google Scholar |
