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.