| Summary: | Despite recent federal mandates to address the educational achievement gap between white students and students of color, the educational outcomes for students of color do not match that of their white peers. Many initiatives and reform efforts have addressed the structural inequities in school, yet little research has been conducted to explore how white teachers make sense of their role educating students of color. Teachers have a significant impact on students, their
success in school, as well as their potential to complete high school, and to best meet their needs, an exploration into how teachers perceive their own ability to educate students of color needs to be examined. Utilizing Interpretative Phenomenological Analysis methodology through the theoretical framework lens of Self-Efficacy, this study provided insight into how teachers make sense of their experience in educating students of color. Data analysis of interview transcripts revealed
four emergent themes including Teacher Perspective, Pedagogical Strategies, Supports and Assistance, and Emotional Connections. Evident in the study is the lack of preparedness white teachers had to educate students of color. Implications for future study include narrowing the definition of students of color, a case study analysis of a teacher in their first or second year teaching students of color, and research into the knowledge and use of culturally proficient strategies across
various subject areas at the high school level. Recommendations for practice include increasing the capacity of all educators to educate students of color, providing support for students of color being taught by white, inexperienced teachers, and working with teacher preparation programs to develop specific courses that will prepare teachers to work with a diverse group of students.
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