The purpose of this mixed-method study was to examine the influence of diverse field placements on the White
racial identity development of White preservice teachers (n = 92) placed in schools where the student body was
either predominantly White or students of color. Using Helms’s theory (1995) of White racial identity
development, we selected instruments that measured participants’ awareness of racism, as well as their
consciousness about being White (e.g., Color-Blind Racial Attitude Scale and Psychosocial Costs of Racism to
Whites Scale). Preservice teachers in nondiverse settings became less aware of racial issues at the end of the
field experience. Using pretest scores as covariates, an analysis of covariance indicated that those in more
diverse settings had higher levels of White guilt at the end of their field experience. The qualitative results also
showed differences in perceptions based on field placements, thus supporting the quantitative findings.
Participants were asked how the diversity in their fieldwork placement affected their thoughts about their own
ethnic background and social status. For those placed in diverse settings, the most common theme that emerged
was the contrast between the characteristics of the students and one’s own family and personal characteristics
(e.g., wealth, ethnicity). The results suggest that more than exposure to diverse students is needed to evoke
changes in White racial identity in order to prepare preservice teachers to effectively teach students of color.

This study examined how diversity of field placement affected White student teachers’ White racial identity
(WRI) development, and the relationship between WRI and teacher efficacy. There was no change in WRI
development regardless of placement; however, as the percentage of students of color in the placement increased,
two subscales (instructional strategies, classroom management) of the Teacher Sense of Efficacy Scale (TSES)
decreased. A negative correlation existed between WRI (Pseudo-Independence and Contact subscales of the
White Racial Consciousness Development Scale-Revised) and subscales of the TSES. Results indicate that
teacher preparation programs critically examine Whiteness and WRI as a construct.

This study examines the White racial identity (WRI) development of preservice 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.

Current students who have become digital natives are used to engaging in the use of multiple types of technology and social media. It is extremely important that university faculty in teacher education who teach online courses use research-based practices that increase the achievement of their teacher candidates and model instruction that can be used to engage K-12 students. This chapter discusses an online evaluation tool that was developed to assess students’ perceptions of the effectiveness of the online courses and how the results were used to construct a model for best practices in online instruction that engages learners in an asynchronous environment.