Preparing Preservice Teachers for Culturally Diverse ...

Preparing Preservice Teachers for

Culturally Diverse Classrooms

by Rick A. Breault

Teachers in the United States are a homogeneous lot, coming overwhelmingly from European-American, middle-class backgrounds. They were generally success­ ful in school, came from teaching families, chose to attend colleges nearby, and teach in the region in which they grew up (Goodlad 1990; Lortie 1975; Yager, Howey, and Joyce 1977; Zeichner 1993; Zimpher 1989). While the ethnic and economic com­ position of the nation's teaching force has remained relatively stable (Su 1994; Zim­ pher 1989), that of the student body has not. Nationwide, some projections anticipate that within 25 years, only one in two school­ children will be white (Pallas, Natriello';l and McDill 1989). This contrast between the composition of the teaching force and that of the student body is, in itself, not, I problematic. It is the context in which that student body is educated and the quality ~f education it receives that are the compfi­

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cating factors. Ample evidence shows that children of color in poverty are more likely than their middle-class European-American peers to attend schools that are under­ funded, poorly maintained, hold low ex­ pectations for their students, and are of­ ten staffed by inexperienced or substan­ dard teachers (Goodlad 1990;Hilliard 1989; Knapp and Shields 1990;KozoI1991). More­ over, LeCompte (1985) found that being forced to accommodate culturally different populations for prolonged periods of time can create feelings of fear, hostility, and even physical illness in some teachers. De­ scribing the situation and changing it, how­ ever, are two different matters. Bringing about change in the schools is a difficult task, but it is further complicated when the parties most involved in the change are the least familiar with the situation, and often unable to see the need to change it.

RIck A. Bre4lult is Assistant Professor of Education at the University of Indianapolis. His current research interests are in the area of critical pedagogy and the influence of teacher thinking on dassroom eqUity issues and curriculum decisions. Dr. Breault is Counselor of SIgma Omicron Chapter of Keppe Delta Pi.

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lIMmNG fACTOR

Unlike other professions, teachers undergo their most intensive training be­ fore they enter a teacher education pro­ gram. Lortie (1975, 66) estimated that the average teacher candidate has spent 13,000 hours learning about classrooms prior to entering college. Furthermore, for many teachers, formal "training (and even subse­ quent experience) is not a dramatic water­ shed separating the perceptions of naive laymen from later judgments by knowing professionals." Teachers often view their job as an extended form of parenting and tend to rely more on instinct, personal ex­ perience, informal conversation with colleagues, and trial-and-error than on formalized procedures to learn their craft (Banks 1991; Clark 1988; Goodlad 1984; Nias 1989; Paine 1990). Relying on previ­ ous experience and staff-room discussion to improve teaching might be sufficient if there was a knowledge base or foundation from which to begin thinking. However, given the nature ofthe teaching force, there is little life experience or knowledge on which to base decisions involving students from diverse backgrounds. Sleeter (1994),Ginsburg and Newman (1985), and Freie (1987) found that Euro­ pean-American preservice teachers tend to filter or distort cultural messages that chal­ lenge their own in a way that reinforces long-held personal beliefs and supports white privilege as being natural or fair. Paine's (1990)interviewees, also European­ American preservice teachers, voiced con­ cerns about their inexperience with diverse cultures and the prospect of intercultural teaching. Yet, they concluded that diver­ sity would not pose impossible challenges and that they would find ways, though undefined, to engage all students. One can­ not escape the reality of one's past and position in society, but to better under­ stand students with a different past and

position, teachers must think more care­ fully about the influence of their back­ ground and attitudes on their teaching (Banks 1991;Dana and Floyd 1993;Zeichner 1993). WHEn TEACHER EDuCATION fAilS Research and common sense tell us that the extent to which a teacher effec­ tively practices a given methodology is due largely to the teacher's attitude toward the methodology (Clark 1988; Nespor 1987; Reed 1993). This is especially true when dealing with cultural diversity. In its present state, teacher education probably has little effect on the attitudes and previous learn­ ing of preservice teachers, and even tends to reproduce the status quo (Gollnick and Chinn 1990; Sleeter 1985). In fact, extensive direct experiences in schools serving di­ verse student bodies have sometimes been found to strengthen the existing negative values held by preservice teachers toward multicultural populations (Ginsburg and Newman 1985; Haberman 1991). The characteristics of teacher educa­ tion faculty are not much different from those of teachers in general (Ducharme and Agne 1989; Garcia and Pugh 1992), and, when attempts to include multicultural considerations in the curriculum are made, they are usually superficial, lack a theoreti­ cal basis, and are sometimes counter­ productive (Bondy, Schmitz, and Johnson 1993; Buttery, Haberman, Guyton, and Houston 1993; Marshall 1992; Reed 1993). While teacher education can be effective in providing information about diverse groups, there is little correlation between information about and attitudes toward diver­ sity (McDiarmid and Price 1990; Nespor 1987; Zeichner 1993). Expectations that teachers have for their students-and their attitudes toward them-are powerful pre­ dictors of student success in any classroom, but the effect isespecially noticeable among

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culturally diverse students (Banks 1987; able to assume that if a teacher strongly Campbell and Farrell 1985; Gollnick and holds a given perspective about his or her job and students in general, then that per­ Chinn 1990; Sleeter and Grant 1988). If preservice education efforts are to spective is bound to have some effect on the decisions he or she makes, whether the encourage a change in teacher attitudes, class is homogeneous or diverse then efforts in multicultural re­ (Haberman 1991;Nias 1989). form must question previous Nespor (1987),in her assumptions about learn­ work with in-service ing and classroom prac­ teachers, identified sev­ To better prepare teachers tices. Such questioning eral characteristics that will cause powerful ac­ for diverse settings, help distinguish be­ tion. Teacher beliefs will tween knowledge and notchangeurliessteach­ we must understand how attitudes or beliefs. ers become more reflec­ they think about Although not directly tive about those beliefs concerned with atti­ and are presented with teaching in general. tudes toward diversity new values to replace the in her work, we can old (Banks 1991;Cochranread Nespor's conclu­ Smith and Lytle 1992; sions with that in mind and Nespor 1987). find implications for how the THE NATURE Of BELIEfS issue could be addressed. One Whenever we ask people to talk feature of teachers' beliefs is what about themselves and others, we must con­ Nespor (1987, 318) called existential pre­ sider the personal screens through which sumption. This refers to the teacher's trans­ all responses filter. Asking for responses to formation of "ambiguous, conditional or racially sensitive questions about an area in abstract characteristics into stable, well­ which the subjects have minimal and indi­ defined, absolute and concrete entities." rect knowledge presents additional prob­ What follows is a tendency to see these lems (Clark 1988; McDiarmid 1992; Paine entities as being beyond the teacher's con­ 1990).Still, extensive research into teacher troL In a diverse classroom setting, this thinking and preservice teacher attitudes could mean that the effects of socioeco­ has yielded some interesting results. While nomic conditions or ethnic stereotypes be­ only a small part of that research has dealt come the unalterable fate of the child. directly with preservice attitudes toward Nespor used the term alternativity to multiculturalism and diversity, we can describe when teachers try to enact class­ hypothesize about those attitudes by reex­ room settings or instructional formats in amining some of the more general aspects which they have had no direct experience, of teacher thinking and attitudes. knowledge, or training. For example, a Much of the considerable body of young, European-American, middle-class work concerning teacher thinking and be­ teacher might see himself as Jaime Escalante liefs is not directly relevant to the issue at in the film Stand and Deliver and think that hand. However, a few findings may serve he knows how he will deal with Hispanic as guideposts in interpreting and address­ students. In a less fantastic vein, alterna­ ing the more domain-specific information tivity might take the form of a teacher try­ in the present discussion. It seems reason- ing to implement ideas from an enthusiasThe Educational Forum' Volume 59 • Spring 1995

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Breault tic author about using whole language in resent any infringement on their classroom diverse classrooms, even though the teacher and time. These isolationist feelings often has never been in a diverse classroom or extend to parents, who teachers rna y prefer had any experience with whole language. remain "distant assistants." Interpreted One of the more obvious characteris­ from the perspective of multiculturalism, tics of a belief is its affective and evaluative several troubling questions emerge. Might aspect. In the case of cultural diversity, there the attitude toward parent involvement may be no effective way to deal with a include a resentment of the indirect input teacher who just "doesn't like thosepeople." and influence of the parents' culture on Realistically, there is going to be a signifi­ instructional decisions? Will the bound­ cant number of teachers whose beliefs aries-real and imagined-teachers create about the potential and performance of around their classrooms serve as fortresses diverse students are based on racism, sex­ against encroaching cultural changes? If ism, or classism. Like others cited previ­ teachers object to anything that infringes ously (Banks 1991; Clark 1988; Goodlad on their classroom time, will they be any 1984; Nias 1989; Paine 1990), Nespor found more open to the "interruption" necessary that critical episodes in a teacher's life play to adapt to students' special needs? an influential role in that teacher's deci­ The answer to the last question may sion-making. This episodic storage is a result not be as clear as it seems. Although Lortie's of the preservice teacher's early and infor­ teachers were reluctant to change or to seek mal teacher training as a student in hun­ help outside of their classrooms, they all dreds of classrooms, and of other sources of spoke of the importance of positive inter­ cultural and institutional knowledge. For personal relationships with students, and the typical teacher, most of the episodes of a commitment to meeting individual will have been situated in familiar white, needs. Paine (1990) also found that teachers middle-class, rural or suburban schools, held the implicit view of teaching that all and will have little relevance in a students are different and that the teacher multicultural setting. Consequently, they must react to those differences. Categorical will not have the "security blanket" these differences-race, gender, social class­ personal experiences might provide to a were seen as having individual, ra ther than teacher in a more familiar setting. Familiar­ social or systemic, consequences. Effective ity, for most teachers, is very important. instruction, for those teachers, meant the individual teacher working with the indi­ vidual student and his or her unique set of THINKING ABOUT THE NEW AND DIFflRENT For 20 years, Schoolteacher (Lortie 1975) characteristics. On the surface, the commit­ has provided a benchmark for educational ment to strong personal relationships and researchers. If any theme is common individual differences is certainly positive. throughout the book, it would have to be However, in context with other remarks, the isolation and conservatism of the aver­ adaptation to diversity again becomes prob­ age teacher. Lortie found that teachers at­ lematic. While the rhetoric of the teachers was tach great importance to the boundaries (walls) that separate-both physically and full of references to reaching all students, symbolically-their class from the rest of any incidents reported as causing pride the school and community. The bound­ were related to one student--or what Lortie aries contribute to a larger sense of calls "elitist outcomes." The importance territorialism that leads many teachers to put on interpersonal relationships usually The Educational Forum' Volume 59 • Spring 1995

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. at any clashes between the person­ /c the teacher and the student were

jeopardizing the teacher's effective­ d professional well-being. Similarly, '. e's group, even though the teachers the importance of categorical dif­ . es, they usually referred to the pres­ " of those differences as "obstacles" , r than as opportunities or resources. teachers did try adapting to diver­ ; they did so by individualizing instruc­ rather than by paying greater attention e social dynamics of the classroom or .the larger school context. ;) If it were true that teachers tended to '.. ize the categorical sources of differ­ , ce, what differences did they find impor­ t? At the top of the list were factors such as family, motivation, ability/IQ, and atti­ tudes or interests. At the bottom of the list were culture, learning style/pace, gender, .' and language (Paine 1990). For some teach­ . ers it was common to say that one should recognize categorical differences, but not treat them any differently because that would be seen as working against equality. The concern for avoiding special attention did not, however, extend to individual dif­ ferences that were perceived as nonculturaL The implications for multiculturalism in the classroom seem apparent in the re­ search cited above. To better prepare teach­ ers for diverse settings, we must under­ stand how they think about teaching in general and then address multicultural is­ sues in ways compatible to that thinking. Not all of the applicable research, however, has been generic in nature. In recent years a number of studies have related directly to teachers' attitudes toward classroom diversity. c

PERCEIVING THE INDMDUAL

The ethnic group, gender, and social class into which we are born are beyond our controL To a certain extent, so is the way in which we view the world due to the

circumstances of our birth. As Scheurich (1993,9) noted, "No individual White gets to be an exception because of his or her antiracism." Support for this generaliza­ tion was provided by Paine (1990),Ginsburg and Newman (1985),and King and Ladson­ Billings (1990),all of whom found that pro­ spective teachers equated diversity with issues of fairness in theory but, when "operationalizing" the concepts, sometimes justified unequal treatment. They tended to believe that people differ in all sorts of ways, but that those differences are due more to psychological, biological, or his­ torical factors beyond the teacher's control than to categorical factors or social con­ struction. The importance of the individual stu­ dent in the mind of the teacher has been mentioned throughout this discussion. When considering multiculturalism, though, it is unrealistic to believe that sys­ temic, group conditions can be separated from individual characteristics. Generali­ zations about the group and inequities in the system are inevitably linked with the individual student. Consequently, it would be equally unrealistic for a teacher to be­ lieve that he or she can easily separate beliefs about a group from beliefs about an individual within that group. Yet, naivete, simplicity, and inconsistency characterize much of what preservice teachers believe about diverse populations. As seen in the table on page 270, pre­ service teachers seem to have either good initial intentions when it comes to address­ ing the needs of diverse students or, per­ haps, to have simply memorized the rheto­ ric of their teacher preparation programs. In any case those intentions are not always in line with other strongly held values. The contradictions are disturbing when com­ pared to what we know about teacher think­ ing in generaL The more positive multi­ cultural statements sound reminiscent of

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CONTRADICTORY VIEWS OF PRESERVICE TEACHERS PRESERVICE TEACHERS: BELIEVE THAT A FAMILY'S VIEW OF SCHOOLING SHOULD BE INCLUDED

(LARKE 1990)

IN THE CURRICULUM

Are uncomfortable with ethnic and language-minority parents and believe that parents know little about assess­ ing their children (Larke 1990; Zeichner 1993).

ARE AWARE OF CULTURAL DIFFERENCES AND WOULD MAKE (LARKE 1990)

ACCOMMODATIONS

Do not accept use of nonstandard English and feel a tension between accepting differences and maintaining a common standard (Gollnick 1990; Paine 1990). Would refer students for testing if perceived learning difficulties appeared to be cultural or language differ­ ences (Larke 1990). Believe that one's social class can be left behind by "work­ ing your way up" (Sleeter 1994).

BWEVE THAT CULTURAL KNOWLEDGE CAN AIllCT lXPlCTAnONS (LARKE 1990)

OF STUD£NTS

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Seldom perceive African-Americans as intelligent or smart (Reed 1993).

~ Are surprised at minority involvement in traditionally nonminority school activities (Larke 1990).

~ Are uncomfortable with people whose values differ from their own (Larke 1990).

~ Do not object to ethnic jokes and believe that racial state­ ments should be ignored (Larke 1990).

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college methodology courses and strategies that have had a positive effect on "instructionally correct" rhetoric. The con­ teachers' attitudes toward classroom di­ tradicting statements are from attitudes and versity. There are others that, while specu­ beliefs that have developed over time from lative, are worth trying in light of what we know about the nature of preservice teach­ nonprofessional, experiential sources. ers. The success of any strategy Knowing what we do about the will depend largely on relative weight given to each teacher educators' abili­ of these knowledge sources ties to examine their by teachers, there is little own beliefs about doubt about which beliefs What teachers think multiculturalism. will hold true when the impacts what teachers do Given the deeply teacher enters the class­ rooted, systemic ineq­ room, especially given and how they do it­ uities in our school Mahan and Boyle's especially when system, there is a need (1981) finding that a for teachers who not majority of students had it comes to no desire for any multi­ only value diversity, but who are also "pre­ cultural preparatory ex­ dealing with diversity. pared, willing and com­ periences. Another sign that does mitted to making the soci­ not bode well for the future of ety more just and education multiculturalism is the long-term more equitable" (King and Ladson-Billings 1990, 16). This type of tendency of teacher thought. If we de­ fine "conservative" as preservation of the "emancipatory, transformative" teaching status quo and "liberal" as an increasing requires a vision of multicultural educa­ concern for adapting a multicultural ap­ tion that is comprehensive and idealistic; proach to teaching, then there is evidence one that leads students to question their to show that, in most teachers, concerns for existing values and, above all, has implica­ multiculturalism will fade quietly away as tions for present and future practice. they grow older. While most students, even Teacher education programs that hope to those with a relatively conservative point foster those qualities will have to address at of view before entering college, undergo a least five crucial concerns. shift toward liberal, student-centeredness during college, in the years following the Increased Length and first year of teaching, there seems to be an Selectivity of the Program almost inevitable movement toward con­ If any message emerges from the re­ servatism and authoritarianism (King and search on teacher thinking, it is that what Ladson-Billings 1990; Veenman 1984). For teachers think impacts what teachers do that reason alone, it is crucial to strike while and how they do it-s-especially when it the iron is hot and try to foster deep com­ comes to dealing with diversity. Why, then, mitments to multiculturalism during do teacher educators remain so reluctant to teacher education. be more selective about those who they accept into their programs? Becoming a WHAT DoES WORK? teacher is not an inalienable right and not Despite the gloomy outlook that per­ everyone who wants to be a teacher can be vades in what has been written, there are "made into" a culturally sensitive one The Educational Forum • Volume 59 • Spring 1995

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(Haberman 1991). That is not to say, how­ ever, that nurturing attitudinal change is a lost cause. Over time, students' understand­ ing of multicultural issues can become more complex and responsive, providing that programs are of high quality. The keywords here are over time. The coursework, field experiences, and discussion must begin early and remain intensive and rigorous throughout a typical four- to six-year pro­ gram if there is to be any hope of overturn­ ing long-held conceptions, warding off fu­ ture socialization toward conservatism, and dispelling the idea that anyone can teach (McDiarmid 1992; Reed 1993; Ross and Smith 1992). Time alone, however, is not enough; the nature and quality of most existing coursework and field experiences must also change.

affect the variety of students in our class­ rooms, we must make cultural diversity more problematic. According to Cochran­ Smith and Lytle (1992), this involves for­ mulating critical questions-not simply providing conclusions-that reconsider much of what is usually taken for granted about culture, learning, language, and power. For the answers to these questions to become clear and influential, the asking should be accompanied by genuine dis­ course with members of a variety of com­ munities, teachers, and students. Only through meaningful discussion and care­ ful observation will students avoid the gen­ eralizations about culture that can become stereotypes.

Increased Self-Knowledge and Reflection Among the most important factors in changing students' multicultural percep­ tions is the need to first learn more about the interrelationship of their own culture and the microcultures (gender, social class) to which they presently belong. Included in their newfound self-knowledge must be the acceptance that they have prejudices that may affect the way they react to stu­ dents in the classrooms and that they need to learn about cultural groups other than their own (Cochran-Smith and Lytle 1992; Gollnick and Chinn 1990;King and Ladson­ Billings 1990; Zeichner 1993). Without this kind of self-knowledge, any examination of the larger society will be more difficult and less relevant.

Preventing Generalizations from Becoming Stereotypes Advocates of multicultural education are usually in agreement that it is necessary to get prospective teachers to view and respond to their students as individuals rather than as representatives of a particu­ lar group. Yet, generalizations are often the currency of multicultural education efforts. How else can we learn the characteristics of various ethnic and cultural groups? Never­ theless, they should be used sparingly and with an awareness of the point at which generalizations become stereotypes (Me­ Diarmid 1992;McDiarmid and Price 1990). Most importantly, any generalized infor­ mation about a given culture or microcul­ ture should be accompanied by context­ specificexposure to and involvement in local cultures through ongoing field experiences.

Questioning of Existing Societal Conditions Due to the insularity of their Euro­ pean-American, middle-class background, few teachers ever question the presentstruc­ ture of society. As a result, if we want them to be more sensitive to the inequities that

Early, Continuous, and Interactive Field Experiences If there is consensus on any issue in­ volving the preparation of teachers for di­ verse settings, it is on the need for inten­ sive, realistic field experiences. There is also consensus on the general lack of effec­

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s in our class­ ural diversity g to Cochraninvolves for-

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','tiveness of most typical field experiences. .i,\ Simply tutoring inner-city students or plac­ -:mg students in situations where the contact }"between diverse cultures is unequal-with the preservice teacher as a temporary au­ thority figure and the student as an obedi­ ent leamer-is often not only ineffective but counterproductive (Bondy, Schmitz, and Johnson 1993; Grant 1990; Ross and Smith 1992;Zeichner 1993).Superficial con­ tact between racial groups is not enough to eliminate racial prejudice and preconcep­ tions. What happens during field experi­ ences is also crucial. The experiences that seem to hold the most promise are those in which: (1) stu­ dents are immersed in the community; (2) reflective discussion and coursework are included; (3) students are placed in constructivist classrooms that emphasize student access to knowledge; and (4) there is an emphasis placed on doing research on the specific students, families, and commu­ nity involved in the placement (Bondy, Schmitz, and Johnson 1993;Reed 1993;Ross and Smith 1992;Sleeter 1985;Zeichner 1993). With all that in place, there is reason to believe that, even if the basic feelings about personal relationships with minorities do not change, at least the attitudes and be­ ha viors toward teaching children of diverse backgrounds will. As Reed (1993, 34) con­ cluded, "perhaps this is all we can realisti­ cally expect from a multicultural education program."

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REASON FOR OPTIMISM

So far the prognosis has looked bleak.

Little in the thinking or preparation of pro­ spective teachers seems to hold out much hope for the effective teaching of diverse students. On the contrary, though, some of the same research that paints teachers as conservative, isolated, and conditioned also provides insight into the more altruistic and idealistic nature of teachers and teach­ ing. Lortie (1975), while not offering a flat­ tering view of the profession overall, does provide reason to keep up the faith-and the fight. Two of the primary reasons students give for wanting to be teachers are the desire to work with people-especially young people--and the desire to render service to the society. They do want all children to succeed. Despite implications a cynical observer might draw from the rest of the research, those ideals are a reason­ able starting point. A love of children, high expectations for success, and a desire to serve can act as a sturdy foundation on which to build a more complex structure. The teacher can and does serve as a powerful cultural symbol according to Lortie. He or she is an image of mastery of a world that is often problematic for the marginal student, can serve as a personal link for the strange child in an alien com­ munity, and possesses the knowledge needed to escape that strangeness. It is our job, as mentors and teacher educators, to prepare teachers who can share that knowl­ edge in ways that will allow the children in their charge to escape the strangeness and alienation of the larger community without forsaking the richness of its diversity.

The author thanks Natalie Diehl of the University of Indianapolis and JoAnn Hurt of the University of Indianapolis and lson Elementary School for their "real-world" feedback, personal insights, and many hours of research that contributed to this effort and to the larger research projectof which this is a part.

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Breault Ib.H.Rf.NCES Banks,J. 1987. Multielhnic education. Boston: Allyn and

academic instruction for the children of poverty. Phi Delta Kappan 71(10): 753-58. Bacon. Korol, J. 1991. Savage inequalities. New York: Crown Banks, J. 1991. Teaching multicultural literacy to teachers. Teaching Education 4(1): 135--44. Publishers. Bondy, E., S. Schmitz, and M. Johnson. 1993. The Larke,P.199O.Culturaldiversityawarenessinventory: impact of coursework and fieldwork on student Assessing the sensitivity of preservice teachers. teachers' reported beliefs about teaching poor A a "Teacher Education 12(3): 23-30. and minority students. Action in Teacher Education LeCompte, M D. 1985. Defining the differences: Cultura subgroups within the educational 15(2): 55--62. Buttery, T. J., M. Haberman. E. Guyton, and W. R.'---__ ~am. The Urban Review 17(2): 111-27. ~ousto.n. 1993. Second ATE survey ?f critical ( Mrtr~.I?;C. 1975. Schoolteacher: A sociological study. issues .m teacher education. ActIOn In Teacher ~1:ago: University of Chicago Press. Education 15(2): 79-84. '" Mahan, J., and V. Boyle. 1981. Multicultural teacher preparation: An attitudinal survey. Education Campbell, R.,and R. Farrell. 1985.The identification of competencies for multicultural teacher education. Research Quarterly 6(3): 97-104. The Negro Educational Review 35(3-4): 137--44. Marshall, P. L. 1992. Toward a theoretical framework Clark, C. M. 1988. ~king the ~gh.t questions about for the design of multicultural education in teacher education programs. Paper presented at teacher preparation: Contributions ofresearch on teacher thinking. Educational Researcher 17(2): 5-­ the annual meeting of the National Council for 12. the Social Studies, 20 November, Detroit, Mich. Cochran-Smith, M., and S. L. Lytle. 1992.Interrogating ERIC, ED 353 246. cultural diver~ity: Inquiry and action. Journal of McDiarmid, G. W., and J. Price. 1990. Prospective Teacher Education 43(2): 104-15. teachers' views of diverse learners: A study of the participantsin the ABCD project. Research Report Dana, N. E, and D. M. Floyd. 1993.Preparing preservice 90-6. East Lansing. Mich.: Michigan State teachers for the multicultural classroom: A report on the case study approach. Paper presented at University. National Center for Research on Teacher Education. ERIC, ED 324 308. the annual meeting of the Association of Teacher Educators, 13-17 February, Los Angeles, Calif. McDiarmid,G. W.1992. Whattodoaboutdifferences? ERIC, ED 355 225. A study of multicultural education for teacher Ducharme, E., and R. Agne. 1989. Professors of trainees in the Los Angeles Unified5chool District. Journal of Teacher Education 43(2): 83-93. education: Uneasy residents of academe. In The projessore of teaching, eds. R. Wisniewski. and E. Nespor, ]. 1987. The role of beliefs in the practice of Ducharme, 67-86. Albany, NY.: State Uruversity teaching. Journal of Curriculum Studies 19(4):317­ of New York Press. 28. Freie, J.F. 1987.Thinking and believing. College Teaching Nias, J.1989. Primaryteachers talking;A study ofteaching. 35(3): 89-91. London: Routledge. Garci.a,J.,and S. L. Pugh. 1~2.Multiculturaleduc~tion Paine, L. 1990.Orientation towards diversity: What do in teacher preparahon pro/?rams: A political prospective teachers bring? Research Report 89­ ---2. East Lansing, Mich.: The National Center for or aneducational concept? Phi DeltaKappan 74(3): 214-19. Research on Teacher Education. Pallai'A. M., G. Natriello, and E. L. McDill. 1989. The Ginsburg, M.. B., and ~. K. Newman. 1985. Social /changing nature of the disadvantaged inequalities, schooling, .and teacher education. Journal of Teacher Education 36(2): 49-54.