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Many teacher educators share the concern that preservice teachers on predominantly white campuses are inadequately prepared to teach effectively in a culturally pluralistic society. This descriptive, exploratory study examined the experiences, observations, and reflections of 10 nontraditional, post-baccalaureate students seeking teacher certification and/or a teaching degree. Results are reported in narrative, case study form with excerpts from student writings. The intervention of a multicultural education course provided an important first step towards preparing future educators for the classroom. Following this intervention, students became more aware and sensitized to the needs of others as well as more accepting and open-minded concerning ethnic diversities. A discussion of the study's results focuses on ways preservice teacher education might be modified to better prepare students to be effective educators for an increasingly diverse student population. Suggested modifications include: additional field experiences for working with minority students; open forums for discussion of ideas and strategies; multiethnic guest speakers; and the review of multicultural children's literature. (Contains 30 references.) (LL)

Descriptors: Attitude Change, Case Studies, Cross Cultural Training, Cultural Awareness, Cultural Pluralism, Education Courses, Elementary Secondary Education, Higher Education, Multicultural Education, Nontraditional Students, Seminars, Student Attitudes, Teacher Education, Teacher Education Curriculum, White Students

Autor: Lampe, Judith R.


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