The Difference in Pre-Service Teachers’ Diversity Beliefs: Interventions to Influence Personal and Professional Perspectives

By James Gentry, Holly Lamb and Reggie Hall.

Published by The International Journal of Diversity in Education

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Published Online: March 10, 2015 $US10.00
Published Online: March 10, 2015 $US5.00

This study explored whether or not pre-service teachers changed their beliefs concerning diversity after taking a single course focused on cultural diversity. This study used reliable, valid surveys as measures of personal and professional diversity beliefs (Pohan and Aguilar 2001). In this education class, students experienced diversity via projects, interactions with culturally diverse speakers, and various active hands-on class activities. The fall 2013 class produced significantly lower personal diversity belief scores but significantly higher professional belief scores after the class experiences. The fall 2013 class scored significantly lower post personal diversity scores when compared to the fall 2012 class. This study discusses the impact of a single undergraduate class on pre-service teachers’ personal and professional diversity beliefs.

Keywords: Diversity, Perspective, Personal Beliefs, Professional Beliefs, Prejudice, Bias

The International Journal of Diversity in Education, Volume 14, Issue 3-4, April 2015, pp.1-11. Published Online: March 10, 2015 (Article: Print (Spiral Bound)). Published Online: March 10, 2015 (Article: Electronic (PDF File; 544.165KB)).

Dr. James Gentry

Associate Professor, Department of Curriculum and Instruction, Tarleton State University, Stephenville, Texas, USA

Dr. Holly Lamb

Professor, Department of Curriculum and Instruction, Tarleton State University, Stephenville, TX, USA

Reggie Hall

Assistant Professor, Department of Business, Tarleton State University, USA