000			01517nab a2200289 4500
999			_c11025 _d11025
003			OSt
005			20201215125423.0
007			cr aa aaaaa
008			201215b ||||| |||| 00| 0 eng d
100			_aBennett, Jacob S. _931844
245			_aReal or Ideal? A Narrative Literature Review Addressing White Privilege in Teacher Education
260			_bSage, _c2019.
300			_aVol 54, Issue 7, 2019 (891-918 p.)
520			_aA 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.
650			_arace, _934393
650			_aidentity, _934089
650			_apostsecondary education, _934239
650			_aprograms, _934394
650			_aurban, _934395
650			_a social, _934396
650			_a teacher candidates, _933418
700			_aDriver, Melissa K. _934397
700			_aTrent, Stanley C. _934398
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085917690205
942			_2ddc _cART