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

Abstract

The U.S. student population has grown more racially and culturally diverse demanding teachers who possess certain skills, competencies, and cross-cultural proficiencies to serve students equitably. With a continual homogeneous White teaching force, studies on preservice teachers' racial identity have prioritized in the field to promote anti-racist education within a social justice model. However, few studies have documented identities of preservice teachers who attend predominantly private evangelical Christian institutions. This mixed-method study investigated White preservice teachers' racial identity development focusing on the interconnectedness of religion with beliefs of race, culture, and diversity.