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

Diane S. 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.

Full Text:



Copyright (c)

Journal of Educational and Developmental Psychology   ISSN 1927-0526 (Print)   ISSN 1927-0534 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.