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ERIC Number: ED547703
Record Type: Non-Journal
Publication Date: 2012
Pages: 155
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7265-6
Diversity Preparedness: A Reflection on Pre-Service Teacher Preparation in Private, Faith-Based Colleges
Maclin, ShaRhonda A.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this exploratory, quantitative study is to evaluate the diversity preparedness of teacher education graduates from private, faith-based colleges. More specifically, the study identifies how teacher education graduates perceive their preparation to work with diversity issues in the classroom. Participants shared their perceptions of preparedness by taking an online survey. All data collected were self-reported. The sample size for this study was small; therefore, elementary statistics were used to analysis data. The intention is to identify general perceptions of the specific population in order to provide feedback to teacher education programs at faith-based institutions. Overall, graduates are "somewhat satisfied" with diversity coursework they received from their teacher education programs. They also perceive that they are "adequately prepared" to work with all diverse populations. However, there is some significant difference in regards to preparation in working with students/families with different sexual orientations then their own. Respondents also perceive that a faith-based approach to curriculum "somewhat influenced" preparedness to work with diverse populations. Three recommendations are made based on the results of the study. Faith-based institutions should be more intentional about integrating dialogue and strategies with working with students and families with a different sexual orientation than the graduate. Secondly, teacher education programs should solicit feedback from their graduates in order to provide more data related to diversity preparedness. A final recommendation for teacher education programs at faith-based institutions is to examine how the institution's faith affiliation influences diversity curriculum and experiences, and then make adjustments to address all diversity areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A