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Comfort and Competence: Teacher Candidates’ Attitudes Towards Diversity

Dr. Kathleen G. Burriss, Ed.D. Department of Elementary and Special Education kglascot@mtsu.edu. Dr. Larry L. Burriss, Ph.D. School of Journalism lburiss@mtsu.edu. Comfort and Competence: Teacher Candidates’ Attitudes Towards Diversity. Middle Tennessee State University. White. Black.

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Comfort and Competence: Teacher Candidates’ Attitudes Towards Diversity

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  1. Dr. Kathleen G. Burriss, Ed.D. Department of Elementary and Special Education kglascot@mtsu.edu Dr. Larry L. Burriss, Ph.D. School of Journalism lburiss@mtsu.edu Comfort and Competence:Teacher Candidates’ Attitudes Towards Diversity Middle Tennessee State University

  2. White Black Hispanic Asian/ Pacific Islander American Indian/ Alaskan Native 1986 1998 1986 1998 1986 1998 1986 1998 1986 1998 70.4 62.9 16.1 17.1 9.9 15.0 2.8 3.3 0.9 1.3 -10.6% +6.2% +51.5% +17.9% +44.4% Percent Distribution of Race/Ethnicity in Public Elementary and Secondary Schools Source: U.S. Department of Education, Office for Civil Rights

  3. White Black Hispanic Asian/ Pacific Islander American Indian/ Alaskan Native 225 193 195 222 200 Average 4th Grade Reading Proficiency* *As measured by the National Assessment of Educational Progress (NAEP), 1998 Source: U.S. Department of Education, National Center For Educational Statistics

  4. Demographics

  5. Comfortable Yes No Competent Yes 286 (278) 1 (9) No 23 (31) 9 (1) I am Comfortable & Competent(Diverse Student Populations) N = 319, P < 0.001 (Fisher’s Exact Test)

  6. I am Comfortable & Competent(Diverse Student Populations)

  7. Comfortable Yes No Competent Yes 115 (69) 2 (48) No 34 (80) 102 (56) I am Comfortable & Competent(Different Languages) N = 253, P < 0.001 (Fisher’s Exact Test)

  8. I am Comfortable & Competent(Different Languages)

  9. Comfortable Yes No Competent Yes 408 (402) 1 (7) No 10 (16) 6 (0) I am Comfortable & Competent(Different Race Students) N = 425, P < 0.001 (Fisher’s Exact Test)

  10. I am Comfortable & Competent(Different Race Students)

  11. Comfortable Yes No Competent Yes 386 (396) 2 (9) No 10 (17) 7 (0) I am Comfortable & Competent(Different Religious Backgrounds) N = 405, P < 0.001 (Fisher’s Exact Test)

  12. I am Comfortable & Competent(Different Religious Beliefs)

  13. Comfortable Yes No Competent Yes 296 (272) 12 (36) No 6 (30) 28 (4) I am Comfortable & Competent(Special Needs Students) N = 342, P < 0.001 (Fisher’s Exact Test)

  14. I am Comfortable & Competent(Special Needs Students)

  15. Comfortable Yes No Competent Yes 296 (276) 18 (38) No 5 (25) 24 (4) I am Comfortable & Competent(Gay/Lesbian Parents) N = 343, P < 0.001 (Fisher’s Exact Test)

  16. I am Comfortable & Competent(Gay/Lesbian Parents)

  17. I Believe in the Goals of Multicultural Education

  18. I am a Tolerant Individual

  19. I Believe Schools Should Practice Multicultural Education

  20. I am Competent to Intervene Across Different Socioeconomic Levels

  21. “Very open-minded, but have not really been in enough situations to really [have] felt all of this - I would like to think I embrace difference.” (subject 0370)

  22. No one ever asked if I have enough empathy to be a teacher. The only question I was asked was “What are your grades?”

  23. References Barry, N. H., & Lechner, J. V. (1995).Preservice teachers' attitudes about and awareness of multicultural teaching and learning. Teaching and Teacher Education, 11(2), 149-161. Byrnes, D. & Kiger, G. (1992). Common Bonds. Wheaton: Association for Childhood Education International. Campbell, D. (1996). Choosing democracy: A practical guide to multicultural education. Englewood Cliffs: Prentice-Hall.

  24. References Center for Educational Statistics (2001), “Digest of Educational Statistics,” http:/nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001034. Clark, L. DeWolf, S. & Clark, C. (1992). Teaching teachers to avoid having culturally assaultive classrooms. Young Children, 47(5), 4-9. Cross, B.E. (1993). How do we prepare teachers to improve race relations? Educational Leadership, 50(8), 64-65.

  25. References Cushner, K. and Brislin, R. (1996) Intercultural Interactions: A Practical Guide, 2nd., Thousand Oaks, Calif.: Sage Publications. Delaney‑Barmann, G. and Minner, S. (1997). Development and implementation of a program of study prepares teachers for diversity. Equity and Excellence in Education, 30(2), 78‑85. Derman-Sparks, L. Anti-Bias Curriculum: Tools for Empowering Young Children (1989) Washington, D.C.: National Association for the Education of Young Children.

  26. References DeVries, R. and Kohlber, L. (1987). Constructivist early education: Overview and comparison with other programs. Washington, D.C.: National Association for the Education of Young Children. Goodwin, A. L. (1994, March‑April). Making the transition from self to other: What do preservice teachers really think about multicultural education? Journal of Teacher Education, 45(2), 119‑131. Larkin, J. M. & Sleeter, C. E. (1995). Developing multicultural teacher education curricula. New York: SUNY Press.

  27. References Lawrence, S. (1997). Beyond race awareness: white racial identity and multicultural teaching. Journal of Teacher Education, 48 (2), 108‑117. Liston, D., & Zeichner, K. M. (1990). Teacher education and the social conditions of schooling. New York: Routledge. Lowry, L. (1992). The Giver. New York: Dell Books. Marshall, P. L. (1996). Multicultural teaching concerns: New dimensions in the area of teacher education research? Journal of Educational Research, 89 (6), 371-379.

  28. References McCall, A. L. (1995). Constructing conceptions of multicultural teaching: Preservice teachers' life experiences and teacher education. Journal of Teacher Education, 46 (5), 340-350. McCall, A. L. and Andringa, A. A. (1997). Learning to teach for justice and equality in a multicultural social reconstructionist teacher education course. Action in Teacher Education, 18(4), 57‑67.

  29. References McDiarmid, G. W. (1992, March‑April). What to do about differences: A study of multicultural education for teacher trainees in the Los Angeles United school district. Journal of Teacher Education, 43 (2), 83‑93. Mill, John Stuart (1975) On Liberty. New York: Norton. Nel, J. (1992, Fall). The empowerment of minority students: Implication of Cummins model for teacher education. Action In Teacher Education, 14 (3), 38‑45.

  30. References Neuharth-Pritchett, Reiff and Pearson (2001) Through the eyes of pre-service teachers: Implications for the multicultural journey from teacher education, Journal of Research in Childhood Education (in press). Olmedo, L. M. (1997). Challenging old assumptions: Preparing teachers for inner city schools. Teaching and Teacher Education, 13 (3), 245-258. Pajares, F. (1993). Preservice teachers' beliefs: A focus for teacher education. Action In Teacher Education, 15, 45‑54.

  31. References Perez, S. A. (1994). Responding differently to diversity. Childhood Education,70 (3), 151-153. Stevens, E. Jr. and Wood, G. H. (1987). Justice, ideology, and education. New York: Random House. Zeichner, K. (1991). Contradictions and tensions in the professionalization of teaching and the democratization of schools. Teachers College Record, 92 (3), 363-379.

  32. Dr. Kathleen G. Burriss, Ed.D. Department of Elementary and Special Education kglascot@mtsu.edu Dr. Larry L. Burriss, Ph.D. School of Journalism lburiss@mtsu.edu Comfort and Competence:Teacher Candidates’ Attitudes Towards Diversity Middle Tennessee State University

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