Document Type

Article

Publication Date

2016

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.

Comments

Originally published in Religion & Education, Volume 44, 2017 - Issue 2, Pages 203-224

https://doi.org/10.1080/15507394.2016.1235407

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