Educators’ accounts of White racial advantage in K-12 settings: mitigating disadvantages for non-White students

Abstract

ABSTRACTUtilizing qualitative content analyses of two open-ended questions, the study sought to understand the perspectives of 18 in-service educators regarding White student racial privilege and the ways White teachers can use their power to mitigate those privileges. The findings indicate that teachers are aware of the advantages and privileges afforded to White students in the schools. The findings also indicate that educators are aware of strategies White teachers can use to address those advantages and make the schooling experience for non-White students more equitable. Implications for non-White students, as well as future research and practice are discussed.