Abstract
Using White racial identity development (Helms, 2020) and White zones of proximal development frameworks (Leonardo & Manning, 2017), this qualitative study explored the antiracist ideological commitment development of early childhood education teachers who teach through a racial justice lens in schools comprised of predominantly White students in California, USA. A purposive sample of six White teachers were selected to represent a variation in age, educational roles, and points of racial identity development. Through semi-structured interviews, the participants’ voices detailed the racial identity development journeys that led to their antiracist ideological commitments, the roles these commitments play in their thinking about their teaching, and the perceived institutional, programmatic, and policy supports needed to continue to support their development.