Real or Ideal? A Narrative Literature Review Addressing White Privilege in Teacher Education

Abstract

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.

Keywords

race identity postsecondary education programs urban social teacher candidates urban education teacher development White students White teachers activism

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