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Teacher education programs must agentively seek to coalesce culturally relevant mindsets and content area pedagogy within PSTs’ toolkits. In our current setting, content area instruction and culturally responsive practices are siloed in disparate courses. As a result, even the most astute literacy educators rarely see the necessity of infusing diversity-framed mindsets into their literacy instruction. This qualitative exploration into preservice teacher mindsets at a large, southern public tier one research institution utilize a sample of undergraduate PSTs. PSTs perceptions about how diversity influences literacy instruction emerged along a continuum between equity and equality. Implications of this study support interrogation and renovation of PST preparation programs to embolden PST equity stances.