Children, Youth, Families & Schools, Nebraska Center for Research on


Date of this Version



Race Ethnicity and Education 2014


Copyright University Nebraska 2014


This qualitative study explores racial identity development of teacher candidates during a teacher preparation program dedicated to preparing teachers for diverse classrooms. Two black teacher can-didates in the United States demonstrate their racial identity development through critical reflections offered throughout the program. Findings suggest that teachers’ racial identities shaped their con-structions of culturally relevant (CR) pedagogy. Implications for teacher education programs include considering how the development of CR pedagogues is influenced by teacher candidates’ racial iden-tities and experiences.