TEACHERS IN TRANSITION - THE IMPACT OF ANTIRACIST PROFESSIONAL-DEVELOPMENT ON CLASSROOM PRACTICE

This article examines the impact of an antiracist professional develop ment project on eighty-four suburban white teachers, all of whom are p art of a voluntary desegregation program. Analysis of writing-sample d ata reveals that forty-eight of the eighty-four participants took anti racist actions as a result of their new learning about race and racism . In all, 142 specific actions were noted. The categories of action-ta king related to three parameters of schooling: the quality of interper sonal interactions among school and community members, the curriculum, and the institution's policies regarding support services for student s of color. The relationship between changes in the educators' racial- identity development and their behaviors is discussed as are the eleme nts that contributed to the antiracist educational outcomes.