Abstract
This study examined the short-term impact of taking a race-related course on white teacher education students' racial identity attitudes. The study compared a sample of preservice and inservice teachers in the United States taking a race-related course to a comparison group of students taking a non-race-related course. Students completed Helms' White Racial Identity Attitude Scale as a pre- and posttest. Findings indicated that the course had a positive effect on student understanding of racial issues.
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