Abstract
This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher preparation programs' efforts to address racial diversity. The project was initiated during the 1990–91 academic year by interviewing minority juniors and seniors (total of 24), selected faculty, and administrators (deans, associate deans, department chairs) at two colleges of education as well as extensive document reviews. Intermittent follow-up interviews and document reviews continued through the 1993–94 academic year. These minority students did not feel that their teacher preparation programs had adequately prepared them to teach in racially diverse settings. Faculty and administrators agreed with the contention of the students but also pointed to a few tangible efforts that had been initiated to rectify this problem.
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Parker, L., Hood, S. Minority students vs. majority faculty and administrators in teacher education: Perspectives on the clash of cultures. Urban Rev 27, 159–174 (1995). https://doi.org/10.1007/BF02354361
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DOI: https://doi.org/10.1007/BF02354361