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Date of Award

2-2012

Document Type

Campus Access

Degree Name

Doctor of Education (EdD)

Degree Program

Teacher Education

First Advisor

Linda L. Griffin

Second Advisor

Kathleen Gagne

Third Advisor

Daniel S. Gerber

Subject Categories

Bilingual, Multilingual, and Multicultural Education | Teacher Education and Professional Development

Abstract

The purpose of this study was to explore and describe the effects that multicultural and diversity training had on preservice teacher perceptions with low-socioeconomic minority and urban students on the secondary (middle and high school) level. Eleven middle- and high- school student teachers of disadvantaged or minority students were purposefully selected as participants. Data were collected through semi-structured interviews, direct observations, detailed field notes, and reflective journals kept by participants. Document data such as lesson plans, student work samples and classroom and district curricula were also collected. All data, including field notes and reflective journals, were analyzed according to Strauss and Corbin's (1990) grounded theory method. Responses for each research question were coded and categorized inductively. Results are discussed in light of literature on the effects multicultural and diversity training has on preservice teacher perceptions and dispositions with culturally diverse and minority youth on the secondary level. These findings have implications for informing new directions in teacher education, multicultural education, teacher preparation and teaching effectiveness.

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