Teachers Leading Teachers.

Enhancing Multicultural Education Through Field-Based Partnerships

Research evidence suggests that there are reasons for concern in terms of preservice early childhood teacher preparation and multicultural education.

As student diversity increases, a critical analysis of the relationship between public schools and university early childhood teacher preparation programs is necessary. The increasing diversity of ethnic, cultural, religious, and socioeconomic groups in public schools (Sleeter, 1996) increases the likelihood that teachers in these schools will be teaching students whose cultural backgrounds differ greatly from their own (Dilworth, 1992; Fox & Gay, 1995). Research evidence suggests that there are reasons for concern in terms of preservice early childhood teacher preparation and multicultural education (Fuller, 1999). Significantly, a report from the National Center for Education Statistics (1999) found that only 20 percent of teachers expressed confidence in working with students from diverse backgrounds, those with limited English proficiency, or those with disabilities. Pairing the efforts of teacher educators with field practitioners may increase the likelihood that undergraduate teacher education students are adequately prepared to meet the diverse needs of all children.

Preparing teachers to work in multiethnic, multicultural settings continues to be a critical issue (Artiles & McClafferty, 1998; Nieto, 2000). Most early childhood teacher education programs educate undergraduates to work effectively with one socioeconomic group--the middle class--and with only the mainstream or dominant culture (Cannella & Reiff, 1994a; Gollnick & Chinn, 1998). McDiarmid and Price (1990) found that multicultural courses in teacher education programs may actually contribute to preservice teachers' stereotyping of minority students. Furthermore, students may ultimately form conclusions from their field experiences, even in diverse settings, that confirm their initial prejudices and misunderstandings (Cross, 1993). Garcia and Pugh (1992) found that students had difficulty viewing their cooperating teachers as models who embrace a multicultural perspective or who use multicultural teaching practices.

There is some evidence, however, indicating that certain program features may benefit teacher education students (Larkin & Sleeter, 1995; Zeichner, 1991). Self-critique, in particular, warrants attention as a means of shaping students' practice. It also is an effective means for challenging educators to explore their biases, as well as how those biases are reflected in classroom practice (Davis, 1995; Olmedo, 1997; Pearson, Neuharth-Pritchett, & Reiff, 1998). Critical reflection helps preservice teachers to "reinvent teacher education programs," although the steps toward that goal must be incremental (McIntyre, 1997).

As Liston & Zeichner (1990) suggest, teacher educators are often conservative, avoid deviating from the status quo for fear of alienating their students, fear alienating the K-12 school personnel with whom they must work, and dread tensions that arise from advocating an approach that is often critical of institutions and society. Changing attitudes and behavior is a slow and difficult process, however, and teacher education programs are only one source of information from which students formulate their perspectives. Moreover, the responsibility for teaching multicultural perspectives also must be shared by public schools (Deering & Stanutz, 1995). The goal of preparing effective and sensitive early childhood educators who challenge inequity and strive to meet the diverse needs of all students may be fostered through a partnership between teacher preparation programs and the public schools.

Assistance From the Public Schools

Early childhood public school teachers and administrators serve as powerful models for teacher education students, helping preservice teachers to view multicultural education as more of a discipline, rather than a list of isolated components (Ladson-Billings, 1994; Shade, Kelly, & Oberg, 1997). By deconstructing their own beliefs and critically analyzing their practices, students and faculty begin the journey toward reconceptualizing schooling toward a process that values the uniqueness and contributions of all individuals (Neuharth-Pritchett, Reiff, & Pearson, 1999). Early childhood teacher education programs and public schools must capitalize on opportunities throughout students' coursework and field placements to assist students in their conceptualization of, and continued reflection on, multicultural education.

Without this critical support, preservice teachers would all-too-often view students of other cultures as dysfunctional or at risk (Larkin & Sleeter, 1995). Such low expectations may be exacerbated by inappropriate curriculum and tests, ability grouping, and culturally irrelevant strategies. Ultimately, these factors may contribute to students failing academically, and to feeling powerless, unmotivated, and angry (Baruth & Manning, 1996; Kuykendall, 1992). Having knowledge of students, especially their cultures, is an essential part of successful teaching. Public schools must value the students' cultures, set high expectations, encourage family involvement, and advocate for a culturally sensitive curriculum.

Public school administrators and early childhood teachers must recognize that culturally responsive educational policies are critical to all students' success. Flexible teaching strategies are "related to school achievement as long as there are the requisite leadership, a cadre of committed and informed educators, a system for providing rewards for educators, and a staff development program that focuses on professional development, training, and organization" (Irvine, 1991, p. 88). Excellence cannot exist without equity and respect for individual differences (Irvine & York, 1995).

Teaching with flexibility--by using a variety of methods appropriate for all students--sends the message that learners are valued. Public schools must affirm students and their cultures, to help ensure academic success. Therefore, remaining open to different styles of learning, and resisting the tempation to label, is imperative. Valuing other cultures is one of the most important components of gaining knowledge about cultural learning styles. When a teacher values cultural and individual differences, then students will feel valued (Grant, 1994).

A fine line exists between awareness of potential effects of ethnicity on learning styles and expecting a child of a particular ethnic group to behave in a certain way. Ideally, early childhood preservice teachers should be taught not to view students as cultural or ethnic representatives, but rather as individuals for whom culture or ethnicity is only one part of their personality. As Little Soldier (1997) emphasizes: "To plan worthwhile, relevant educational experiences for students, it is imperative to know where they are coming from and what they bring to school with them."

Strategies for Public School Educators

Critical reflections of one's own diversity perspectives will help early childhood public school teachers and preservice students to gain a more personal connection to the ideals of multicultural education (Sleeter, 1998). Starting with oneself is paramount for effective teaching. Below are several suggestions:

Develop Cultural Biographies. Classroom or cooperating teachers may write cultural biographies that include information about their religion, ethnicity, race, gender, socioeconomic status, and learning styles. Teachers may choose to discuss the atmosphere in which they were raised, and compare and contrast that to the setting where they now live or work. Teachers then share their biographies with their colleagues. This process establishes a fundamental base and starting point from which to work. Knowing each other's backgrounds will allow teachers more insight into the multicultural development process. Public school teachers' critical reflection on cultural biographies with their colleagues may promote further discussion of diversity with preservice teachers. In turn, teachers may utilize the same process with their students to explore the cultural backgrounds within their own classrooms.

Examine Stereotypes and Prejudices. In order for teachers to be able to talk about multicultural issues in the classroom, they have to confront their own beliefs. Most people come to the classroom with their own preconceived notions. Instead of ignoring these beliefs, it is better to reflect on them, so that we do not either consciously or unconsciously pass on any biases. Coming to terms with our own stereotypes means having a more informed teaching practice. Teacher-led seminars can help preservice students to gain insight into the multicultural development process. As public school teachers share their critical reflections of their practices, they model the reflective manner necessary for democratic principles. Such practices may foster greater internalization of reflection in preservice teachers.

Examine Diversity Within Seemingly Homogeneous Settings. Our work with preservice teachers has shown that students often perceive themselves as homogeneous if they are of the same race, gender, and age (Neuharth-Pritchett, Reiff, & Pearson, 1999). When teachers and students recognize the variations within their own groups, it becomes much easier to truly celebrate differences, instead of focusing on those differences that are only evident by appearance. When all students appear homogeneous, the public school teacher should assist the preservice teacher in exploring a more complex view of multicultural education. Preservice teachers often neglect to examine differences based on a wide range of factors, such as socioeconomic status, special needs, religion, learning styles, and language. If public school and preservice teachers recognize the uniqueness of each child, they capitalize on the diversity among people.

Examine the Construction of a Personal Identity. Examining one's construction of personal identity is very important. Before helping preservice early childhood teacher education students realize how they fit into a school and societal structure, teachers should understand how they personally formed their own cultural identities. It is during this process that teachers begin to question the previously acknowledged privileges that they may have enjoyed because of their race or gender. Others are able to see incidents of discrimination and oppression that they have experienced, and are perhaps able to place them outside of an individual context and into a more global structure. Having teachers identify steps toward achieving this construction of personal identity can prove to be invaluable to the critical self-analysis process. Public school teachers who assist preservice teachers in the understanding of established groups may promote preservice teachers' deeper reflection and critical analysis. Such reflection may foster more in-depth understandings of the numerous complex and unique traits that constitute their students' identities.

Develop Reading Lists. One of the best ways for teachers to begin a critical self-analysis is to read current, relevant research. This can be done in "book club" type settings, where teachers read articles and discuss them in groups, or perhaps in more informal settings to encourage honest, open sharing of ideas. It is important to include preservice teachers in such discussions.

Time Line of Events. In this activity, classroom and preservice teachers form small working groups to closely examine a particular cultural, ethnic, or racial group. Using textbooks and other resources as guides, participants identify the major events in that group's past and represent these on a time line. The events may center on economic, social, political, and educational issues. Such in-depth investigations allow the teachers to gain a clear understanding of that group's past as a vehicle for examining their present status. After developing the time lines, each group shares their findings with the others and collaborates in building a larger time line, in which all the events from each group are combined. This "grand" time line allows teachers to make historical connections among groups and to provide a richer context in which to situate the focus group. Teachers may choose to have their students engage in similar activities, by extending it to include dramatic presentations of time lines, or by using it as a way to set the context for any historical unit of study. An excellent resource for this activity is Joel Spring's (1997) Deculturalization and the Struggle for Equality.

Perform Critical Examination of Media. Stereotypical images of cultures and ethnicities, as well as of women or homosexuals, abound in the media. On the other hand, people with disabilities are almost invisible in the media. Examining movies, television shows, commercials, music videos, and magazines is one way to determine how well they represent diversity. This activity will help raise teachers' and students' awareness of media influences on society. Keeping in mind these representations is important, because these messages are widely received by the students we teach.

Breaking Down Stereotypes. Stereotypes must be acknowledged before they can be dispelled. Therefore, teachers must have an opportunity to examine their own preconceptions. In one activity, teachers are given a list of categories of people and asked to describe or draw a picture to identify the person. Such categories may include teacher, scientist, homemaker, gang member, honor student, cheerleader, and professional athlete. Teachers then share their descriptions of each person and compare with others to see what stereotypes emerge. Such an activity provides a non-threatening starting point to facilitate discussion about the existence of stereotypes in general, and may eventually ease into discussions about more specific cultural and ethnic stereotypes. This activity helps one to realize that everyone relies on stereotypes to some degree, and so the teachers can discuss how to avoid such pitfalls.

Democratic Visions: A Shared Responsibility

To ensure that individual differences are respected and valued, public school teachers can, and should, help early childhood preservice education students conceptualize their perceptions of multicultural education. Teacher educators need to cultivate preservice students' respect for diversity and an understanding of their responsibilities as members of a pluralistic democracy (Campbell, 1996; Larkin & Sleeter, 1995). Multicultural education must address the social, political, and economic realities related to schooling and, consequently, to teacher preparation (Campbell, 1996; Cannella & Reiff, 1994a, 1994b; Reiff & Canella, 1992). By teaming university programs and the public school teachers, discourse on multicultural education and its institutionalization will be strengthened.

References

Artiles, A. J., & McClafferty, K. (1998). Learning to teach culturally diverse learners: Charting change in preservice teachers' thinking about effective teaching. The Elementary School Journal, 98(3), 189-220.

Baruth, L., & Manning, L. (1996). Multicultural education of children and adolescents (2nd ed.). Needham Heights, MA: Simon & Schuster.

Cannella, G. A., & Reiff, J. C. (1994a). Preparing teachers for cultural diversity: Constructivist orientations. Action in Teacher Education, 16(3), 37-45.

Cannella, G. A., & Reiff, J. C. (1994b). Teacher preparation for diversity. Equity and Excellence in Education, 27(3), 28-33.

Campbell, D. (1996). Choosing democracy: A practical guide to multicultural education. Englewood Cliffs, NJ: Prentice-Hall.

Cross, B. E. (1993). How do we prepare teachers to improve race relations? Educational Leadership, 50(8), 64-65.

Davis, K. A. (1995). Multicultural classrooms and cultural communities of teachers. Teaching and Teacher Education, 11(6), 553-563.

Deering, T. E., & Stanutz, A. (1995). Preservice field experience as a multicultural component of a teacher education program. Journal of Teacher Education, 46(5), 390-394.

Dilworth, M. (Ed.). (1992). Diversity in teacher education. San Francisco: Jossey-Bass.

Fox, W., & Gay, G. (1995). Integrating multicultural and curriculum principles in teacher education. Peabody Journal of Education, 70(3), 64-82.

Fuller, M. L. (1999). Becoming a researcher: It's the trip, not the destination, and studying the monocultural preservice teachers. In C. A. Grant (Ed.), Multicultural research: A reflective engagement with race, class, gender, and sexual orientation (pp. 240-263). Philadelphia: Falmer Press.

Garcia, J., & Pugh, S. L. (1992). Multicultural education in teacher education programs: A political or an educational concept? Phi Delta Kappan, 74(3), 214-219.

Gollnick, D., & Chinn, P. (1998). Multicultural education in a pluralistic society. Columbus, OH: Charles Merrill.

Grant, C. A. (1994). Best practices in teacher preparation for urban schools: Lessons from the multicultural teacher education literature. Action in Teacher Education, 16(3), 1-18.

Irvine, J. (1991). Black students and school failure: Policies, practices, and prescriptions. New York: Praeger/Greenwood.

Irvine, J., & York, D. (1995). Learning styles and culturally diverse students: A literature review. In J. Banks & J. Banks (Eds.), Handbook of research of multicultural education (pp. 484-497). New York: Macmillan.

Kuykendall, C. (1992). From rage to hope: Strategies for reclaiming Black and Hispanic students. Bloomington, IN: National Education Service.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.

Larkin, J. M., & Sleeter, C. E. (1995). Developing multicultural teacher education curricula. New York: SUNY Press.

Liston, D. P., & Zeichner, K. M. (1990). Teacher education and the social conditions of schooling. New York: Routledge.

Little Soldier, L. (1997). Is there an Indian in your classroom? Working with urban Native American students. Phi Delta Kappan, 78(8), 650-653.

McDiarmid, G., & Price, J. (1990). Prospective teachers' views of diverse learners: A study of the participants in the ABCD project (Research Report 90-6). East Lansing, MI: Michigan State University, the National Center for Research on Teacher Education.

McIntyre, A. (1997). Constructing an image of a white teacher. Teachers College Record, 98(4), 653-681.

National Center for Education Statistics. (1999). Teacher quality: A report on the preparation and qualifications of public school teachers. Washington, DC: Author.

Neuharth-Pritchett, S., Reiff, J. C., & Pearson, C. A. (1999). Through the eyes of preservice teachers: Implications for the multicultural journey from teacher education. Manuscript submitted for publication.

Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51(3), 180-187.

Olmedo, I.M. (1997). Challenging old assumptions: Preparing teachers for inner city schools. Teaching and Teacher Education, 13(3), 245-258.

Pearson, C., Neuharth-Pritchett, S., & Reiff, J. C. (1998). Preservice teacher perceptions of multicultural education. Paper presented at the annual meeting of the University of Georgia, College of Education Multicultural Education Conference, Athens, GA.

Reiff, J. C., & Cannella, G. S. (1992, February). Preparing teachers for cultural diversity: Rhetoric or reality. Paper presented at the annual meeting of the Association of Teacher Educators, Orlando, FL.

Shade, B., Kelly, C., & Oberg, M. (1997). Creating culturally responsive classrooms. Washington, DC: American Psychological Association.

Sleeter, C. E. (1996). Multicultural education as social activism. Albany, NY: SUNY Press.

Sleeter, C. (1998). Writing from the heart. In C. A. Grant (Ed.), Multicultural research: A reflective engagement with race, class, gender, and sexual orientation (pp. 200-211). Philadelphia: Falmer Press.

Spring, J. H. (1997). Deculturalization and the struggle for equality: A brief history of the education of the dominant cultures in the United States (2nd ed.). New York: McGraw-Hill.

Zeichner, K. (1991). Contradictions and tensions in the professionalization of teaching and the democratization of schools. Teachers College Record, 92 (3), 363-379.

Stacey Neuharth-Pritchett is Assistant Professor, and Judith C. Reiff is Professor, Department of Elementary Education, The University of Georgia, Athens. Carol A. Pearson is a doctoral student at The University of Georgia.