Race is a salient part of American life, and the field of education is not exempt. Race and class shape the nationwide crisis in urban education and unfortunately, racism continues to affect the schooling of children of color in negative ways. Demographic trends suggest that much of the nation’s teaching is a cross-racial activity. White females made up more than 85% of the teaching force in 2000, whereas student populations grew increasingly racially and ethnically diverse, leading to a “cultural mismatch” between student and teacher that negatively affects classroom relationships. Using themethod of portraiture, this article explores how one White teacher, identified as successful by her principal, articulates her motivations and goals for teaching students of color as well as how her racial identity and her understanding of race inform her pedagogy and practice with students of color.
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