Out of every three students enrolled in either elementary or secondary school in the United States, one is of a racial or ethnic minority, whereas about 87% of the teachers are White and female. The rate of increase in minority K-12 students, who are often also living in poverty, is projected to increase to 41% by the year 2020 (National Center for Education Statistics, 2007). In contrast, those coming into teaching, and those who teach prospective teachers [remain for the most part] White females who have been raised in middle class homes in rural and suburban communities, strengthening the persistence of the existing cultural divide between students and teachers. However, preparing teachers who are willing and able to teach in increasingly diverse classrooms may be one of the most challenging tasks facing teacher preparation programs today. Research on promoting effective teaching of culturally diverse student populations has addressed gaps and deficits in prospective teachers' experiences, attitudes, and perceptions.
Kondor, C., Owusu-Ansah, A., & Keyne-Michaels, L. (2019). Preparing Prospective Teachers to Teach Culturally Diverse Populations. Multicultural Education, 26(3/4), 17–26. Retrieved from: http://www.caddogap.com.
CU Commons Citation
Kondor, Carrie; Owusu-Ansah, Angela; and Keyne-Michaels, Lynn, "Preparing Prospective Teachers to Teach Culturally Diverse Populations" (2019). Education Faculty Research. 42.