Preservice Teachers’ Perceived and Measured Knowledge of Diversity

By Lynn Spradlin.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

One hundred preservice teachers enrolled in a Human Growth and Development course completed a pre- and post Knowledge of Diversity Survey to determine their perceived knowledge of diversity before and following taking the course which featured substantial diversity curriculum integration and diversity fieldwork. In addition, each of the 100 students responded to 20 multiple questions designed to measure their knowledge of diversity at the end of the course. The professor of the course was also the author of the diversity text that was used as a basis for the diversity education present in the course which included an extensive partnership with a public elementary school that enrolled 43% minority students. Study results found that while students’ perceived knowledge of diversity increased overall following completion of a course in which they experienced extensive diversity curriculum integration and field work with diverse students, their measured knowledge of diversity exhibited a limited knowledge of oppression theory and curriculum integration. Study participants did, however, demonstrate a high level of knowledge of diversity concepts and minority group member discriminatory treatment in the U.S.

Keywords: Diversity Knowledge, Schools Strategies, Teacher Educators

International Journal of Diversity in Organizations, Communities and Nations, Volume 9, Issue 5, pp.147-158. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.201MB).

Dr. Lynn Spradlin

Professor, Professional Programs in Education, Morehead State University, Morehead, Kentucky, USA

Dr. Spradlin serves as the Adron Doran Distinguished Professor for Educational Leadership in the College of Education at Morehead State University. She teaches counselor and teacher education courses in the Professional Programs in Education Department. In this position she also works with the College of Education Leadership Team to advance the unit’s diversity education goals in addressing national accreditation standards. She is a certified high school English, theatre and speech teacher, a certified school counselor, and a licensed professional counselor. In addition, Dr. Spradlin has published research articles, a book chapter in the field of diversity education, and a textbook entitled, Diversity Matters: Understanding Diversity in Schools. Her many diversity presentations, school consultations and collaborations with school districts and universities across the country widen her perspectives and bring relevance and practicality to her work.

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