摘要：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.
其他摘要：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.
