2004/05/01 by M. Arthur Garmon · 1 citation
Social Sciences · #Collaborative Teaching and Inclusion #Global Education and Multiculturalism #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487104263080
crossref issued 2004/05/01 · crossref published 2004/05/01 · crossref published-online 2004/05/01 · crossref published-print 2004/05/01 · openalex publication_date 2004/05/01 · crossref created 2004/05/27 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/31 · openalex updated_date 2026/08/01
This study focused on determining whether there are particular factors that may be associated with the development of greater multicultural awareness and sensitivity in preservice teachers. The researcher conducted extensive interviews with one 22-year-old White female teacher candidate and identified six factors that appeared to play a critical role in her positive multicultural development. Three of the factors were dispositional and included openness to diversity, self-awareness/self-reflectiveness, and commitment to social justice. The other three factors were experiential and included intercultural experiences, support group experiences, and educational experiences. Several implications of the study are discussed.