Mission Possible? An Analysis of the Intended and ImplementedDiversity Content of a Teacher Education Institution Öffentlichkeit

Abstract

Abstract Mission Possible? An Analysis of the Intended and Implemented Diversity Content of a Teacher Education Institution By Vera L Stenhouse Current research in teacher education primarily focuses on a single unit of analysis, such as a course, rather than a comprehensive investigation of a whole teacher education institution. Additionally, although a substantial body of literature focuses on teacher education in urban settings, less attention has been directed towards the teacher educators in these locations. Lastly, a curricular disconnect exists between specific courses offered on diversity issues in a teacher education program and the accompanying coursework in other courses within the same program. This study sought to address these limitations in teacher education research by examining an urban southeastern United States teacher education institution and its teacher educators. The research investigated teacher educators' understanding of and the manner by which they implemented diversity and multicultural education concepts across a program of study. Additionally, the institutional context in which teacher educators work was examined. Guided by Zeichner, Grant, Gay, Gillette, Valli, and Villegas'(1998) design principles for multicultural teacher education, this case study used interviews, focus groups, observations, and institutional documents to address the following research questions: 1. What were the backgrounds, philosophies of education, training, and experiences of teacher educators in a program whose mission explicitly defines diversity as a component of teacher preparation?

2. What was the relationship between teacher educator training, backgrounds, and experiences and the ways they defined and implemented concepts, theories, and frameworks regarding diversity and multicultural education? 3. What individual or institutional factors advanced, limited, or prevented discourse and practices regarding diversity in a teacher education program? Findings revealed that teacher educators possessed unique narratives that yielded common themes in relationship to their backgrounds, philosophies of education, training, and experiences regarding diversity. Teacher educators' diversity discourse mirrored their narratives by centering primarily on race, ethnicity, and socioeconomic status, less so gender, language, and ability. Additionally, teacher educators universally were able to define and name key terms within diversity and multicultural education literature. Collectively teacher educators' pedagogies reflected their articulated definitions; however, their individual implementation varied in form, content, and consistency. Furthermore, factors influencing discourse and practices encompassed individual, structural, and institutional elements. Finally, findings from the current study substantiated the institution's viability as a multicultural teacher preparation institution; however, findings suggest a need for more intricate examinations of what constitutes an institution's permeation of critical attention and observed implementation of diversity and multicultural education tenets.

Table of Contents

Table of Contents Introduction..................................................................................... 1 Statement of the Problems.................................................................... 2 Institutional Context.................................................................... 2 Teacher Educators...................................................................... 3 Diversity.................................................................................. 5 Significance of the Problems............................................................... 6 Institutional Context.................................................................... 6 Teacher Educators...................................................................... 7 Diversity.................................................................................. 9 Framework and Guiding Principles......................................................... 11 Literature Review.............................................................................. 14 Literature Search Strategy............................................................ 14 Multicultural Education and Teacher Preparation Programs................... 15 Teacher Educators...................................................................... 27 Definition of Terms........................................................................... 32 Diversity........................................................................................ 32 Multicultural Education................................................................ 33 Methodology.......................................................................................... 33 Setting........................................................................................... 34 The University.................................................................... 35 The College........................................................................ 36 The Department.................................................................. 37

The Master's Program........................................................... 38 Pilot Study..................................................................................... 41 Data Sources................................................................................. 43 Interviews............................................................................ 44 Observations........................................................................ 46 Focus Group......................................................................... 48 Documents........................................................................... 49 Field Notes........................................................................... 51 Data Analysis................................................................................ 52 Interviews............................................................................ 56 Observations........................................................................ 56 Focus Group......................................................................... 57 Documents........................................................................... 57 Field Notes........................................................................... 58 Reliability...................................................................................... 58 Validity.......................................................................................... 60 Internal Validity................................................................... 61 External Validity.................................................................. 64 Limitations....................................................................................... 65 Summary.......................................................................................... 66 Findings........................................................................................... 66 About the Participants.................................................................. 67 Individual Participant Narratives 69

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................................................................... 69 Chameleon............................................................... 71 Ciarra...................................................................... 75 Erin........................................................................ 76 Jamie...................................................................... 79 Kira........................................................................ 80 Michelle.................................................................. 82 Puppet Lady............................................................. 85 Sofia...................................................................... 87 William.................................................................. 88 Thematic Overview of Training, Background, Experiences, and Philosophies 91 Training............................................................................ 91 Backgrounds...................................................................... 97 Experiences........................................................................ 102 Philosophies of Education ...................................................... 105 Participants' Definitions of Terms and Implemented Pedagogy.................. 107 Researcher-Generated Terms and Their Relationship to Practice......... 108 Diversity.................................................................. 108 Multicultural education................................................ 110 Culturally responsive pedagogy....................................... 115 Urban..................................................................... 120 Participant-Generated Terms and Their Relationship to Practice......... 123 Empowering education................................................. 123

About this Dissertation

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School	Laney Graduate School
Department	Educational Studies
Degree	PhD
Submission	Dissertation
Language	English
Research Field	Education, Philosophy of Education, Curriculum and Instruction Education, Teacher Training
Stichwort	Teacher Educators/Faculty Multicultural Education Teacher Preparation Teacher Education Diversity
Committee Chair / Thesis Advisor	Siddle Walker, Vanessa, Emory University
Committee Members	George, Magnia, Emory University Cadray Jr., Joseph, Emory University Buras, Kristen, Emory University

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