Document Type


Publication Date

Summer 1999


Currently, racial/ethnic minority students represent a third of the K­12 student enrollment across the United States; by the year 2035, they will represent over 50 percent (American Educational Research Association, Division K Newsletter, 1998). This significant increase in the ethnic diversity of the K­12 population, coupled with persistent disparities in educational attainment among various ethnic/racial groups in the United States, has supported an educational reform movement known as multicultural education (Banks, 1997). This movement’s goal is to redesign schooling in ways that "increase educational equity for a range of cultural, ethnic, and economic groups" (Banks, 1997, p. 7). Teacher preparation accrediting agencies and professional associations, such as the National Council for Accreditation of Teacher Education and the American Association of Colleges of Teacher Education, have joined this movement through the development of guidelines and standards for the infusion of multicultural education in teacher preparation. As of 1986, 27 states had implemented guidelines and requirements for the inclusion of multicultural education or human relations content in teacher education (Martin, 1991).

Publication Title

Teacher Education Quarterly





First Page


Last Page


Required Publisher's Statement

Teacher Education Quarterly Vol. 26, No.3, Assessing Preservice Teachers’ Concerns and Comforts with Multicultural Education (Spring 1999), pp. 7-24

© 1999 by: Caddo Gap Press


Permission to post this article was given by Caddo Gap Press. While the article may be read by visitors to Western CEDAR, it may not be copied, reproduced, distributed, or sold by anyone without specific permission from Caddo Gap Press.