Student Teaching Experience in Diverse Settings, White Racial Identity Development and Teacher Efficacy

  •  Diane Bloom    
  •  Terri Peters    


This study examined how diversity of field placement affected White student teachers’ White racial identity
(WRI) development, and the relationship between WRI and teacher efficacy. There was no change in WRI
development regardless of placement; however, as the percentage of students of color in the placement increased,
two subscales (instructional strategies, classroom management) of the Teacher Sense of Efficacy Scale (TSES)
decreased. A negative correlation existed between WRI (Pseudo-Independence and Contact subscales of the
White Racial Consciousness Development Scale-Revised) and subscales of the TSES. Results indicate that
teacher preparation programs critically examine Whiteness and WRI as a construct.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-0526
  • ISSN(Online): 1927-0534
  • Started: 2011
  • Frequency: semiannual

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1. Google-based Impact Factor (2021): 1.11
2. h-index (December 2021): 29
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4. h5-index (December 2021): N/A
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