A narrative literature review was conducted to examine how researchers address the concept of White privilege in teacher education using critical race theory. A Boolean search revealed 26 articles met criteria for inclusion. Findings show most researchers (n = 15, 55%) investigated perceptions of White privilege within individual multicultural education courses and not comprehensively at the teacher education program level. Many White preservice teachers had difficulty connecting race-based privilege with systemic inequities. Implications for future research and training preservice teachers are provided.
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