Multicultural Teacher Education

Multicultural Teacher Education in the United States

Multicultural teacher education in the United States originated when public schools began to desegregate as a result of the civil rights movement in the 1960s. Initially, the primary purpose was to prepare White European American teachers to work effectively with students of color, primarily African Americans. The emphasis was on reducing racial prejudice and discrimination in the schools and raising teacher expectations for student success. Foundational multicultural teacher education scholars envisioned transformative programs that would help teachers view cultural differences as assets rather than deficits, prevent or reduce prejudice, become interculturally competent, disrupt racism, create classroom climates of acceptance, and transform the Eurocentric curriculum through an inclusion of multiple perspectives and social action. In recognition of the fact that racial prejudice and discrimination cut across other identity groups such as class, religion, gender, sexual orientation, and exceptionalities, the emphasis was on antiracism and the histories and cultures of ethnic minorities. Over time the parameters of multicultural teacher education have expanded to include other identity groups under the banner of “diversity.” Most teacher education programs report that they include multicultural content throughout the academic and professional preparation of their teacher candidates. Nevertheless, external evaluative researchers consistently conclude that few college- and university-based programs are implementing multicultural education adequately, even when these institutions have met the standards of their professional organizations.

Societal Complexities and Persistent Challenges