Constructing Conceptions of Multicultural Teaching: Preservice Teachers' Life Experiences and Teacher Education

Relationships among Secondary School Teacher Multicultural Education Beliefs, Perceived Multicultural Education Praxis, Gender and Workshop Attendance

“…These findings were, to some extent, in line with those of several other studies, showing that courses or workshops in MCE positively impact in-service teachers' beliefs (Edwards & Kuhlman, 2007;Wiggins, Follo, & Eberly, 2007). Further, teachers' beliefs significantly influence how they plan, organize, and implement their lessons and their responsiveness to their students (Staub & Stern, 2002;Stipek, Givvin, Salmon, & MacGyvers, 2001;Fong & Sheets, 2004;Leonard & Leonard, 2006;McCall, 1995;Montano, Lopez-Torres, & DeLissovoy, 2002). Thus, secondary school teachers must be encouraged to attend MCE workshops to cultivate their knowledge, skills and attitudes.…”

“…A large body of evidence from various countries shows that the beliefs of teachers significantly influence how they plan, organize, and implement their lessons and how responsive they are to their students (Fong & Sheets, 2004;Leonard & Leonard, 2006;McCall, 1995;Montano, Lopez-Torres, & DeLissovoy, 2002;Staub & Stern, 2002;Stipek, Givvin, Salmon, & MacGyvers, 2001), however, little is known about the attitudes, views, and beliefs about cultural diversity of teachers (Vedder, Horenczyk, Liebkind, & Nickmans, 2006). Moreover, measures to improve educational outcomes for learners with diverse backgrounds should be directly linked to teaching practices and the ways in which teachers are trained.…”

Preparing Teachers to Work with Families: A National Survey of Teacher Education Programs

“…Furthermore, curricula that fail to address crucial equity issues tend to be accepted without question by preservice teachers, an equally homogeneous population primarily composed of Euro-American women from rural areas, small towns, and suburban communities, who have little knowledge or experience with diverse cultures and family styles and who hold traditional beliefs and attitudes (Ahlquist, 1992;Fuller, 1992b;Grant & Millar, 1992;Liston & Zeichner, 1991). Indeed, preservice teachers often balk when the occasional course presents such a challenge (Banks, 1994;Grant & Koskela, 1986;McCall, 1995;Pang, 1994).…”

Sensitivity to cultural diversity of preservice teachers who minor in educational computing

“…With numerous warnings regarding the demographic disparities between nonminority teachers and minority students and other inherent problems of the educational system, McCall (1995) still contends that education can have a powerful effect and that it (can) or has the power to refute stereotypes, disrupt discrimination, and create a more equal society. "The school system is the most logical existing structure in which students can encounter multicultural ideas" (p. 347).…”

“…Though multicultural education is increasing in the curriculum in schools and in colleges, it is still not the central curriculum (Banks, 1993;Hu-DeHart, 1993). Preservice teachers do not consider multicultural education classes very important and thus taking a multicultural education class may have little effect on their attitudes, contended McCall (1995). Locke (1990) and Deering and Stanutz (1995) Some researchers agree that a challenging task facing teacher education programs is that of educating teachers to be culturally sensitive (Locke, 1990;Deering and Stanutz, 1995).…”