Student Teaching Experience in Diverse Settings, White Racial Identity Development and Teacher Efficacy

Abstract

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

Are My Students Like Me? The Path to Color-Blindness and White Racial Identity Development

“…Given the diversity of students in public schools, we continue to reflect on strategies to promote White pre-service teachers’ multicultural competence. Teacher preparation programs frequently attempt to promote multicultural competence through specific coursework, yet seldom address tenets of Whiteness and WRI development, despite research that shows a relationship between WRI statuses and teacher efficacy (Bloom & Peters, 2012). Therefore, we compared student teachers in highly diverse and predominantly White field placements to attempt to understand their perceptions of working with students of color and how their placements influenced their perceptions.…”

“…White teachers as reflective practitioners, who study their own identity development and beliefs with a sense of seriousness and purpose, will increase the probability of being more efficacious in classrooms with students of color. The investigation of WRI is critical to understanding teacher efficacy in classrooms when the teacher of record is White and the majority of pupils are students of color (Bloom & Peters, 2012).…”

“…Some researchers (Groff & Peters, 2012) advocate integrating content on White racial identity (WRI), coupled with critical reflection, throughout teacher preparation programs, to promote multicultural competence. In addition, Bloom and Peters (2012) found a correlation between WRI and teacher efficacy for working with students of color. We believe that to be effective teachers of students of color, White teachers must be mindful of the impact of their race on their classroom interactions.…”

What Does Faith Got to Do with It? Influences on Preservice Teachers’ Racial Identity Development

“…A framework of these programs support preservice teachers' deep content knowledge of historical factors that have marginalized certain groups and how those outcomes affect the achievement gap between White students and those of color. 17 Teacher candidates also need to openly dialogue about race and racism, but the reality is that many distanced themselves from these topics due to discomfort and avoidance. 18 In addition, White preservice teachers have avoided confronting notions of race or their own Whiteness.…”

It's Tensious Work": A Case Study of Anti-Racist Educators

“…King (1991) and Ladson-Billings (2004) describe dysconscious racism in pre-service teachers, noting that these individuals espouse anti racist philosophies but still locate the source of their students' academic struggles within the students' history, culture and family. Groff and Peters (2012) found that White pre service teachers in predominantly White school placements demonstrated a decrease in awareness of racial issues by the end of their service, while Bloom and Peters (2012) found that White pre-service teacher's efficacy decreased in predominantly non-White school placements. These students reported needing to "come to terms with their own White privilege and guilt before they could develop specific classroom skills for working with students of color" (Bloom and Peters, 2012, p. 80), suggesting a need to center whiteness rather than student needs.…”