The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
Critical Race Theory and the Whiteness of Teacher Education
Abstract
This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The tenet of interest convergence asks how White interests are served through incremental steps. The tenet of color blindness prompts asking how structures that seem neutral, such as teacher testing, reinforce Whiteness and White interests. The tenet of experiential knowledge prompts asking whose voices are being heard. The article argues that much about teacher education can be changed, offering suggestions that derive from these tenets.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research
Solórzano, D. G., & Yosso, T. J. (2002) · Qualitative Inquiry · doi:10.1177/107780040200800103 · Cited by 4,257 · cited 1×
“CRT values counterstories by people of color that call into question majoritarian stories (Solórzano & Yosso, 2002).”
Background(2010) · Encyclopedia of African American Education · doi:10.4135/9781412971966.n136 · Cited by 2,316
Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen
Milner, H. R. (2007) · Educational Researcher · doi:10.3102/0013189x07309471 · Cited by 1,714
Solorzano, D. G., & Bernal, D. D. (2001) · Urban Education · doi:10.1177/0042085901363002 · Cited by 1,519
Handbook of research on teacher education: Enduring questions in changing contexts
Goodwin, A. L. (2008) · Cited by 888
Handbook of Critical Race Theory in Education
(2013) · Routledge eBooks · doi:10.4324/9780203155721 · Cited by 724
What we're teaching teachers: An analysis of multicultural teacher education coursework syllabi
Gorski, P. C. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.07.008 · Cited by 474
Feeling White: Whiteness, Emotionality, and Education
Matias, C. E. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-450-3 · Cited by 455
Critical Multiculturalism: rethinking multicultural and antiracist education
May, S. (1999) · Bristol Research (University of Bristol) · Cited by 454
And We Are Not Saved: The Elusive Quest for Racial Justice
Tushnet, M. V., & Bell, D. (1988) · The American Historical Review · doi:10.2307/1873677 · Cited by 444
Cited by
Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education
Mensah, F. M. (2019) · American Educational Research Journal · doi:10.3102/0002831218818093 · Cited by 109
Schnellert, L., Davidson, S. F., & Donovan, B. L. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2098614 · Cited by 10
From the Root to the SUM: Reflections on Culturally Relevant Pedagogy in Mathematics
Rousseau Anderson, C. (2021) · The Educational Forum · doi:10.1080/00131725.2021.1957635 · Cited by 3
Metadata
- Authors
- Sleeter, C. E.
- Venue
- Urban Education
- Publisher
- SAGE Publications
- Published
- 2016-10-23
- Volume
- 52
- Issue
- 2
- Pages
- 155-169
- ISSN
- 0042-0859 (ISSN-L)
- 1552-8340
- OpenAlex
- W2538272926
- Cited by
- 699
- References
- 35
- FWCI
- 103.85
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Critical Race Theory and the Whiteness of Teacher Education. https://app.cochat.ai/papers/10.1177/0042085916668957
- The paper
- Sleeter, C. E. (2017). Critical Race Theory and the Whiteness of Teacher Education. Urban Education. https://doi.org/10.1177/0042085916668957
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
