White Racial Identity Development: Pre-Service Educators Build Envisionments of Their Racial Identities

Presenter Information

Diana K. Garlough, The University of FindlayFollow
Caitlin Silva, Ohio Northern University
Penny Fiebiger, Ohio Northern University
Brock Hays, Ohio Northern University
Emily Wilson

Abstract

This phenomenological study, set in a predominantly white teacher preparation program, investigated whether preservice teachers (PSTs) developed their racial identity using multicultural picture books and an anti-racist framework during one semester’s field experience. After teaching, participants reflected in journals and debriefed with co-investigators, who were also PSTs. Investigators employed Langer’s envisionment building model to understand racial identity development. Data analysis indicated that the PSTs were able to move through envisionments as a result of the study procedures. Providing PSTs multiple opportunities to investigate their own racial identities facilitated developing increasingly complex racial identities.

Recommended Citation

Garlough, Diana K.; Silva, Caitlin; Fiebiger, Penny; Hays, Brock; and Wilson, Emily (2019) "White Racial Identity Development: Pre-Service Educators Build Envisionments of Their Racial Identities," Ohio Journal of Teacher Education: Vol. 33: No. 2, Article 9.
Available at: https://www.exhibit.xavier.edu/ojte/vol33/iss2/9