What's Race Got To Do With It?: Preservice Teachers and White Racial Identity

  • Terri Peters Marywood Unidersity
  • Marcia Margolin The College of Saint Rose
  • Kristi Fragnoli The College of Saint Rose
  • Diane Bloom Kean University
Keywords: White racial identity, diverse classrooms, field placements, preservice teachers

Abstract

This mixed method study examined changes in student teachers White

racial identity (using scores on the CoBRAS), as well as their perceptions of

working with students of color, following a semester of student teaching in

diverse classrooms. Paired samples t-tests demonstrated student teachers

were more color-blind about institutional discrimination and blatant racial

issues at the conclusion of student teaching. The qualitative data showed

that White student teachers entered placements with biased expectations,

and most stated that students of color were biased toward White teachers,

yet their explanations neglected the impact of sociological factors, such as

institutional racism and historical oppression.

Author Biographies

Terri Peters, Marywood Unidersity
Dean, Reap College of Education and Human Development
Marcia Margolin, The College of Saint Rose
Professor, School of Education
Kristi Fragnoli, The College of Saint Rose
Professor, School of Education
Diane Bloom, Kean University
Instructor, College of Education
Published
2016-05-02
How to Cite
Peters, T., Margolin, M., Fragnoli, K., & Bloom, D. (2016). What’s Race Got To Do With It?: Preservice Teachers and White Racial Identity. Current Issues in Education, 19(1). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1661
Section
Articles