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ERIC Number: ED534479
Record Type: Non-Journal
Publication Date: 2012-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 18
Understanding the Challenges of Diversity: Analyzing a Restructured Curriculum
Riegle, Sandra; Warsame, Kitty
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Vancouver, British Columbia, Canada, Apr 13-17, 2012)
Teacher education is plagued by challenges pertaining to preservice teachers' attitudes toward diversity issues and the impact that these attitudes can have on instructional practices and teacher-student relationships. This study measured preservice teacher attitudes toward gender, race, and GLBTQ issues over the course of a semester, at a university located in Appalachia, a region historically noted for its politically and socially conservative ideas and resistance and distrust of outsiders. Participants completed two surveys at the outset and conclusion of the semester; one survey captured the degree to which students identified with characteristics unique to Appalachia, the other measured attitudes toward diversity-related topics including race, gender, and GLBTQ concerns. Based upon previous findings, the authors expected that participants would experience challenges as they encountered course materials and engaged in class discussions that, at least for some, opposed their previously held beliefs. In so doing, we sought to identify whether or not participants attitudes would shift. Our tentative findings confirmed our hypotheses. Specifically, we found few significant differences in attitudes between T1 and T2; shifts that did occur suggested that attitudes changed in degree of like/approve or dislike/disapprove, but did not move out of initial categories. We concluded that the course was necessary yet not sufficient in redressing attitudes toward diversity. (Contains 3 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland