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This research implements and evaluates the effectiveness of three scaffolds: critical theories in classes, critical friends groups to discuss white identity, dominant ideologies, anti-racist practices and diverse field based experiences. These scaffolds provided white pre-service teachers the opportunity to reconcile how their identities influence their instructional practice and how their identities affect students with marginalized identities (i.e. sexuality, race, religion, national origin,doi:10.17760/d20439269 fatcat:ujwezz7cp5apzd6a2skqnsqqbu