European American teachers' race-consciousness influences whether their pedagogical and content choices are non-racist and color-evasive or social justice-oriented and anti-racist. This narrative inquiry qualitative research analyzed the race-consciousness of European American teachers who self-identify as social justice educators. As the theoretical framework, Critical Race Theory and Critical Whiteness Studies provided holistic tools to deconstruct and separate non-racist and color-evasive curriculum and instruction supporting whiteness ideology from social justice and anti-racist instructional practices. Semi-structured online interviews were conducted with eight veteran teachers. Three retired educators met for an online focus group. Analysis from the in vivo coded narratives showed some participants moving away from interest-convergent activism towards white advocacy, a mindful anti-racist practice. Further investigation identified whiteness and privilege embedded in the participants' psyche despite being social justice educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]