Culturally insulated students : assessing the diversity disposition gap in a predominantly white university with a new instrument, the Culturally Responsive Educator Test

Material Information

Title:
Culturally insulated students : assessing the diversity disposition gap in a predominantly white university with a new instrument, the Culturally Responsive Educator Test
Series Title:
Journal of Authentic Learning
Creator:
Weiner, Howard ( author )
Publication Date:
Language:
English

Subjects

Genre:
Article

Notes

Abstract:
This article describes an attempt to assess dispositions toward cultural and racial diversity for preservice and inservice teachers in a predominantly white university. Using the Culturally Responsive Educator Test (CRET), preservice and inservice teachers were assessed on how they represent themselves as culturally responsive teachers and how the education program influences this representation. Findings suggest that the majority of candidates readily focused on students with special education needs and did not address the culturally and racially diverse students in the given task scenario. However, when additional information was given to candidates that the purpose of the task was diversity related, many were able to perform well. Candidates’ abilities to develop sound lesson plans improved significantly from beginning to midpoint and from midpoint to end point. Education departments can influence the behaviors and beliefs of culturally insulated teacher candidates.
General Note:
Submitted by Brian McDonald (bmcdonal@oswego.edu) on 2005-09-06.
General Note:
Made available in DSpace on 2005-09-06T13:08:09Z (GMT).

Record Information

Source Institution:
SUNY Oswego
Holding Location:
SUNY Oswego
Rights Management:
All applicable rights reserved by the source institution and holding location.

Related Items

Related Item:
http://hdl.handle.net/1951/6595