"Even the Janitor Is White" addresses challenges faced by teacher educators who are committed to diversity education. The chapters in this volume invite readers to reflect on their own practice as teacher educators as well as consider ways in which that practice might be improved. More than forty percent of students in U.S. schools are of non-White ethnicity, yet the majority of teachers are White and middle class. Some teacher education students are resistant to conversations about race or ethnicity in the college classroom, while teacher educators may avoid initiating dialogues about race or ethnicity. U.S. teacher education programs, however, are charged with preparing culturally competent teachers. Educational experts agree teacher educators must direct special attention toward consciousness-raising activities and instructional strategies to increase White educators' awareness of diverse populations, challenge stereotypes, and facilitate interactions between and among ethnic groups. Teacher education programs, pre-service teachers, and others interested in issues of diversity will benefit from this collection of classroom-tested strategies for increasing educators' awareness about diversity. Contents include: (1) Understanding Ourselves, Understanding Others: First-Year Education Majors' Beliefs about Diversity (Melissa Marks); (2) Start with Their Story: Using Autobiography to Develop Meaningful Multicultural Pedagogy (Kristi Stricker); (3) Shagging in the South: Using Cultural Autobiographies to Deconstruct Preservice Teachers' Perceptions of Culture (Michele Phillips); (4) "What's a Cultural Memoir?" An Action Research Study of Future Teachers' Understandings of Themselves as Cultural Persons (Edric C. Johnson, Hyun Young Kang, and Laurie Katz); (5) Making the Uncomfortable Comfortable: How Deliberate Conversation and Interaction among Education Majors Can Bring about More Profound Awareness of Self with Regard to Diversity (Catherine Gatewood and Kenneth Hall); (6) Examination of White Racial Identity in the Context of an Elementary Social Studies Methods Course (Brian Lanahan); (7) "We Can't Change the World If We Just Keep It to Ourselves": How Do Preservice Teachers See Teaching for Social Justice When They Participate in a National Program Promoting Student Activism? (Russell Binkley); (8) The Home Visit: Apprehension, Assumptions, Acceptance, and Action (Laura L. Marasco); (9) How a Multicultural Literature Survey Altered Pedagogical Methods and Curriculum Content for Two University Professors (Bethany Hill-Anderson and Darryn Diuguid); (10) Multicultural Technology Project: A Strategy for Introducing Preservice Teachers to Culturally Responsive Teaching Methods (Janie Hubbard); (11) Infusing Civic Engagement into the Teacher Education Program: Authentic Experiences in Addressing Diversity (James K. Daly); (12) "E Unis Pluribum": The Search for Diversity in Southeast Ohio (Frans H. Doppen); (13) Changing Perspective: Service Learning as Multicultural Pedagogy in a Graduate Teacher Education Program (M. Gail Hickey); and (14) Conclusion: Educating for Cultural Diversity in Small Colleges and Universities (M. Gail Hickey and Brian Lanahan).