Due to the lack of research on White teacher racial identity development and White graduates of alternative teacher education programs teaching in urban under-resourced schools, this study aimed to: examine how White graduates of alternative teacher education programs perceive race and racism in their urban under-resourced schools, explore the impact of their alternative teacher education programs on their racial identities, and evaluate their abilities to deepen their racial identities in the context of their urban under-resourced schools. Critical examination and analysis of the experiences of White teachers, through the lenses of Critical Race Theory, Critical White Studies, and Howard's Racial Identity Development Model, provided insights on how quickly expanding alternative teacher education programs across the nation are failing to adequately and critically address White teachers' racial identity development. Well-intentioned participants recognized a noticeable racial mismatch, did not perceive race or racism in their urban under-resourced schools, lacked exposure to critical coursework, felt unprepared to work with racially dissimilar students, faced difficulties processing their experiences, and showed minimal evidence of having well developed racial identities. Alternative teacher education programs are recommended to prioritize race issues and racial identity development by providing opportunities for White educators to perceive race, adequately preparing and supporting White teachers, and implementing Howard's (2006) Racial Identity Development Model.
|Advisor:||Bickett, Jill P.|
|Commitee:||Baltodano, Marta, Lapayese, Yvette V.|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Ethnic studies|
|Keywords:||Alternative teacher education, Identity, Race, Teacher, Urban education, Urban under-resourced schools, White educators|
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