Title page for ETD etd-04272000-22430045


Type of Document Dissertation
Author Kimani-Oluoch, Rose
Author's Email Address rkimani@vt.edu
URN etd-04272000-22430045
Title Exploring Preservice Teachers’ Perceptions of Classroom Cultural Diversity
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Graham, Richard Terry Committee Chair
Bohland, James R. Committee Member
Burton, John K. Committee Member
Finch, Curtis R. Committee Member
Nespor, Jan K. Committee Member
Tlou, Josiah S. Committee Member
Keywords
  • cultural perceptions
  • multicultural education
  • teacher preparation
  • preservice teachers
  • cultural diversity
Date of Defense 2000-04-06
Availability restricted
Abstract
Exploring Preservice Teachers’ Perceptions of Classroom Cultural Diversity

Rose Kimani-Oluoch

Abstract

The purpose of this qualitative study was to develop a better understanding of how eight preservice teachers perceived the culturally diverse students they encountered during their one-year teaching internship. Their personal and professional experiences with diversity were investigated in order to identify the direct and indirect influences they brought to a culturally diverse classroom. The data for this study consisted of narratives from their one-year teaching internship and their home, schooling, and college experiences with cultural diversity. Each preservice teacher was interviewed twice. The issues that emerged from their narratives were individually presented to give a clear picture of how they each perceived classroom cultural diversity. From their narratives, it is clear that how each of these preservice teachers perceived culturally diverse students was largely influenced by their life histories and experiences with cultural diversity. Cultural preparation in college acquired great significance as they each reflected on their preparation to teach in culturally diverse settings. None of them felt prepared to teach culturally diverse students. Instead, they indicated a preference of working in school settings that exhibited students similar to their own backgrounds. Classroom cultural diversity was seen as presenting special challenges, none of them felt prepared to handle. The implications from this study suggest that more preparation on how to work within culturally diverse classrooms is needed prior to, and during the student teaching internship.
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