This book investigates how teacher education programs can effectively identify and dismantle passive, ingrained racism among prospective educators. Author Sherry Marx utilizes qualitative research and pedagogical analysis to examine the cognitive barriers that prevent tutors from recognizing their own racial biases. The work presents a framework for reflective practice, arguing that explicit confrontation of these invisible attitudes is a prerequisite for creating equitable classroom environments.

Experts in teacher education identify this work as a significant contribution to the study of racial literacy in professional development. Readers frequently note the academic density of the prose, which serves as a practical resource for educators and researchers focused on social justice in schools.