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Teachers in Transition: The Impact of Anti-Racist Professional Development on Classroom Practice


by Sandra M. Lawrence & Beverley Daniel Tatum — 1997

This article examines the impact of an antiracist professional development project on eighty-four suburban white teachers, all of whom are part of a voluntary desegregation program. Analysis of writing-sample data reveals that forty-eight of the eighty-four participants took antiracist actions as a result of their new learning about race and racism. In all, 142 specific actions were noted. The categories of action-taking related to three parameters of schooling: the quality of interpersonal interactions among school and community members, the curriculum, and the institution’s policies regarding support services for students of color. The relationship between changes in the educators?racial-identity development and their behaviors is discussed as are the elements that contributed to the antiracist educational outcomes.


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Cite This Article as: Teachers College Record Volume 99 Number 1, 1997, p. 162-178
http://www.tcrecord.org ID Number: 10250, Date Accessed: 10/22/2017 12:37:28 AM

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