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

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.