Investigating White Preservice Teachers' Beliefs about Teaching in Culturally Diverse Classrooms.

Abstract Ninety-two White preservice teachers from middle to upper socioeconomic backgrounds were asked to respond to questions on a five-point Likert-type scale to estimate their beliefs about awareness of culture, diverse families, cultural communications, uses of assessment, and their teaching in multicultural classrooms before and after a junior level diversity practicum and seminar. Results of data seemed to show that our White preservice teachers' beliefs moved toward classroom diversity in the desired direction. Overall, they were less inclined after their practicum and seminar to refer students for testing (based on ethnicity and culture), and were less likely to accept the use of ethnic jokes and phrases in their classroom. Our results make us optimistic that our White preservice teachers will be more culturally aware and sensitive to the needs of their future students. Also, our results seem to indicate that the task of preparing culturally sensitive teachers is enormous. Introduction The issue of teacher predisposition about cultural diversity is important especially when teaching children from different cultural backgrounds. A paucity of research exists on the entry-level predispositions of preservice teachers toward cultural diversity. Dee and Henkin (2002) used the Pluralism and Diversity Attitude Assessment Scale (Stanley, 1996) to assist in their assessment of 150 preservice teachers' beliefs about cultural diversity. These preservice teachers were enrolled in an urban university's teacher education program prior to taking a required course in multicultural education. Results of their study showed strong support for presenting cultural diversity issues in their future classrooms. Also there was strong agreement for their beliefs about equity and social values associated with diversity. Terrill and Mark (2000) found that future educators (White, female, and suburban), had significantly different expectations for students in different school settings (urban versus suburban), and for students from different racial minority and linguistic backgrounds. The preservice teachers expected that in racial minority schools there would be higher levels of discipline problems, lower parental support, lower levels of student motivation, fewer gifted and talented students, and higher levels of child abuse. They also expressed lower levels of comfort with both Black and second language learners. Actually, 64% of them preferred student teaching placements in majority White, suburban school settings. Earlier, Pang and Sablan (1998) surveyed 100 preservice and 75 inservice teachers enrolled in multicultural courses to determine their feelings about teaching Black American children. They found that preservice teachers were more positive about their ability to teach, assess, redirect and adjust to the needs of Black children than were inservice teachers. All of the teachers felt that the underachievement of Black children stems from a lack of discipline from their home, parental negligence, and low student interest. In a preliminary investigation of 129 preservice teachers' beliefs about their ability to meet the needs of students with backgrounds and abilities different from their own, Taylor and Sobel (2001), similar to Landson-Billings (2002), found that these preservice teachers believed that all students are entitled to an equitable education and that teachers have the responsibility to believe in students and to assess and address their educational needs. These preservice teachers also revealed that they had encountered prejudices toward racial minority groups, had limited interactions with them, and possessed limited knowledge of their historical contributions. Although they had not had their beliefs about racial minority groups tested, they felt that they had overcome these limitations. But, Taylor and Sobel felt a need for evidence and suggested that the teacher education program provide opportunities for discussion of issues and experiences in different educational contexts. …