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A Shifting Paradigm: Preservice Teachers’ Multicultural Attitudes and Efficacy
Urban Education (2012)
  • Louis S. Nadelson, Boise State University
  • Mikaela D. Boham, Boise State University
  • Lori Conlon-Khan, Boise State University
  • Molly J. Fuentealba, Boise State University
  • Cynthia J. Hall, Boise State University
  • Gregory A. Hoetker, Boise State University
  • Diana S. Hooley, Boise State University
  • Bong Seok Jang, Boise State University
  • Kristina L. Luckey, Boise State University
  • Kelley J. Moneymaker, Boise State University
  • Matthew A. Shapiro, Boise State University
  • A. J. Zenkert, Boise State University
Effective teaching in multicultural settings requires the awareness and ability to adapt to diverse needs and viewpoints. Teachers’ multicultural efficacy may be gained from coursework or interactions within diverse communities. In this study the authors determined preservice teachers’ multicultural efficacy using the Multicultural Efficacy Scale (MES) and its relationship to education and personal characteristics. Study results revealed average levels of multicultural attitudes and efficacy and no relationship to coursework and personal characteristics. The authors did find a significant relationship to political worldviews. Results suggest that other variables may be making personal characteristics less influential on views of diversity.
  • culture,
  • diversity,
  • teacher beliefs
Publication Date
November, 2012
Citation Information
Louis S. Nadelson, Mikaela D. Boham, Lori Conlon-Khan, Molly J. Fuentealba, et al.. "A Shifting Paradigm: Preservice Teachers’ Multicultural Attitudes and Efficacy" Urban Education Vol. 47 Iss. 6 (2012)
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