ABSTRACT
An important issue in the discussion of ethnic identity development is its relationship to teachers’ professional practice. A central question is: How is a teacher’s own position in ethnic identity development related to classroom practices, including the selection of learning experiences, the framing of curriculum content, and social interactions with students and colleagues
It is apparent that teachers’ perspectives guide their professional practice in classrooms and that these perspectives are derived from multiple sources including early socialization in the home, schooling experiences, and the professional preparation provided by colleges and universities. Certainly, in a race-conscious society, such as the United States, ethnic and racial identity development are implicit aspects of early socialization and schooling that are incorporated into adult perspectives. Because the process of ethnic and racial identity development is implicit rather than explicit, it is not well-understood. The purpose of this chapter is to initiate dialogue and propose directions for empirical research into the relationship between teacher perspectives, ethnic and racial identity development, and teaching practices.
