Institutional Social and Cultural Influences on the Multicultural Perspectives of Preservice Teachers

Abstract

In this study, I examine the perspectives of preservice teachers enrolled in a multicultural education course at a large predominately White Midwestern university. Past research on the development of multicultural attitudes and knowledge of White preservice teachers is inconclusive. In an effort to examine the multicultural perspectives of preservice teachers, 13 prospective teachers enrolled in required semester-long multicultural education courses were regularly interviewed and observed. Results of the study indicate that preservice teacher perspectives toward diversity were influenced by their social and educational histories; popular culture, such as the news media and movies; and the traditional structure of the teacher education program. The single course had minimal impact on their perspectives. Recommendations include infusing a multicultural perspective throughout the teacher education program and the development of collaborations between the program and culturally diverse schools.