Who Cares About Diversity? A Preliminary Investigation of Diversity Exposure in Teacher Preparation Programs

References

• Akiba, M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658–697.
   Web of Science ®Google Scholar
• Akiba, M., Cockrell, K. S., Simmons, J. C., Han, S., & Agarwal, G. (2010). Preparing teachers for diversity: Examination of teacher certification and program accreditation standards in the 50  states and Washington, DC. Equity & Excellence in Education, 43(4), 446–462. Retrieved from http://dx.doi.org/10.1080/10665684.2010.510048
   Google Scholar
• Asher, N. (2007). Made in the (multicultural) U.S.A.: Unpacking tensions of race, culture, gender and sexuality in education. Educational Researcher, 36(2), 65–73. Retrieved from http://dx.doi.org/10.3102/0013189X07299188
   Google Scholar
• Ball, A. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45–72. Retrieved from http://dx.doi.org/10.3102/0002831208323277
   Web of Science ®Google Scholar
• Banks, J. (2013). Series forward. In C. Mayo, (Ed.) LGBTQ youth and education (pp. vii–ix). New York, NY: Teachers College Press.
   Google Scholar
• Bartolomé, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194.
   Web of Science ®Google Scholar
• Camarota, S. (2012). Immigrants in the United States: A profile of America's foreign-born population. Washington DC: Center for Immigration Studies.
   Google Scholar
• Conchas, G. (2010). Structuring failure and success: Understanding the variability in Latino school engagement. In R. Saran & R. Diaz (Eds.), Beyond stereotypes: Minority children of immigrants in urban schools (pp. 155–182). Boston, MA: Sense Publishers.
   Google Scholar
• Council of Chief State School Officers. (2013). Interstate teacher assessment and support consortium InTASC model core teaching standards and learning progressions for teachers 1.0: A resource for ongoing teacher development. Washington, DC: Council of Chief State School Officers.
   Google Scholar
• Cuadros, P. (2006). A home on the field: How one championship soccer team inspires hope for the revival of small town America. New York, NY: IT Books.
   Google Scholar
• Feistritzer, C. E., Griffin, S., & Linnajarvi, A. (2011). Profile of teachers in the U.S. 2011. Washington, DC: National Center for Education Information.
   Google Scholar
• Franquiz, M. E., & Salazar, M. (2004). The transformative potential of humanizing pedagogy: Addressing the diverse needs of Chicano/Mexicano students. High School Journal, 87(4), 36–53. Retrieved from http://dx.doi.org/10.1353/hsj.2004.0010
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York, NY: Continuum.
   Google Scholar
• Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in pre-service teacher education. Theory into Practice, 42(3), 181–187. Retrieved from http://dx.doi.org/10.1207/s15430421tip4203_3
   Web of Science ®Google Scholar
• Gayle-Evans, G., & Michael, D. (2006). A study of pre-service teachers' awareness of multicultural issues. Multicultural Perspectives, 8(1), 44–50.Retrieved from http://dx.doi.org/10.1207/s15327892mcp0801_8
   Google Scholar
• Gill, H. (2010). The Latino migration experience in North Carolina: New roots in the Old North State. Chapel Hill, NC: The University of North Carolina Press.
   Google Scholar
• Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing and seeing. New York, NY: Routledge.
   Google Scholar
• Ladson-Billings, G. (2011). “Yes, but how do we do it?” Practicing culturally relevant pedagogy. In J. Landsman & C. Lewis (Eds.), White teachers, diverse classrooms (pp. 33–46). Sterling, VA: Stylus Publishers.
   Google Scholar
• National Center for Education Statistics. (2013). Projections of education statistics to 2021. Washington, DC: U.S. Department of Education Institute of Education Sciences.
   Google Scholar
• Nieto, S., & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education. Boston, MA: Pearson.
   Google Scholar
• Pandit, K. (1997). The southern migration turn around and current patterns. Southeastern Geographer, 27(2), 238–250. Retrieved from http://dx.doi.org/10.1353/sgo.1997.0014
   Google Scholar
• Schools and Staffing Survey. (2011). Percent of teachers by race/ethnicity: 2011–12. Washington, DC: U.S. Department of Education National Center for Education Statistics.
   Google Scholar
• Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106. Retrieved from http://dx.doi.org/10.1177/0022487101052002002
   Web of Science ®Google Scholar