Thesis

Preservice teachers’ preparedness for multicultural education and diversity

Thesis (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2017.

A concern of teaching credential programs and school districts seeking to meet the needs of K-12 schools is that the majority America’s children are being educated by a teaching force that is comprised primarily of White females. Furthermore, the limited intercultural experiences that middle class white teachers possess often does not align with the cultural diversity that exists in predominantly urban school settings. Due to the changing demographics in public education the pressure is on teaching credential programs to prepare teachers to teach multicultural education. Preservice teachers must be skilled at delivering content but also culturally sensitive to the experiences of students. A priority of teaching credential programs should be to develop social justice change advocates that are prepared to tackle the complex goal of supporting students that are racially, ethnically and economically different from themselves. This study examined the extent that preservice teachers feel prepared to teach multicultural curriculum to students of color. It will contribute to the knowledge base for teaching credential programs by systematically identifying needs of preservice teachers in regards to teaching multicultural curriculum and how it can be improved.

A concern of teaching credential programs and school districts seeking to meet the needs of K-12 schools is that the majority America’s children are being educated by a teaching force that is comprised primarily of White females. Furthermore, the limited intercultural experiences that middle class white teachers possess often does not align with the cultural diversity that exists in predominantly urban school settings. Due to the changing demographics in public education the pressure is on teaching credential programs to prepare teachers to teach multicultural education. Preservice teachers must be skilled at delivering content but also culturally sensitive to the experiences of students. A priority of teaching credential programs should be to develop social justice change advocates that are prepared to tackle the complex goal of supporting students that are racially, ethnically and economically different from themselves. This study examined the extent that preservice teachers feel prepared to teach multicultural curriculum to students of color. It will contribute to the knowledge base for teaching credential programs by systematically identifying needs of preservice teachers in regards to teaching multicultural curriculum and how it can be improved.

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