Assessing Dispositions Toward Cultural Diversity among Preservice Teachers

Jay R. Dee · Alan B. Henkin

145 citations0/0 files storedUrban Education

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Global Education and Multiculturalism Teacher Education and Leadership Studies Critical Race Theory in Education

Abstract

Teacher education interventions designed to help individuals acquire understandings and skills needed to work effectively with culturally diverse student populations may not have significant impact unless teachers as learners are willing to explore beyond the familiar comfort zone of the majority cultural status quo. The purpose of this study was to assess preservice teachers’ attitudes toward cultural diversity prior to their entry into multicultural education courses at an urban university. Respondents indicated strong support for implementing diversity issues in the classroom, and high levels of agreement with equity beliefs and the social value of diversity. They did not agree that assimilation to the dominant culture was a requisite for student success.

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References

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2012Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context 2005Distancing Strategies 2014Teachers’ implicit attitudes, explicit beliefs, and the mediating role of respect and cultural responsibility on mastery and performance-focused instructional practices.2007Reclaiming the Moral in the Dispositions Debate 2019Critical multicultural education and preservice teachers’ multicultural attitudes

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