Examining Equity in Teacher Preparation: A Critical Case Study of the University of Minnesota's Teacher Education Programs

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Preparing Future Teachers to Teach in Diverse Contexts (Table 1)

Abstract

Diversity training has come to play an essential role in teacher preparation programs as
American students are continuously diversifying. This mixed methods case study examined the
effectiveness of diversity training from the perspective of current students and recent graduates
of teacher education programs at the University of Minnesota Twin Cities (UMN). An online
survey was utilized to collect quantitative data including perceptions about program relevance
and support, as well as qualitative open response data which further illustrated the experiences
and perceptions of participating teacher candidates. Student experiences were variable, but point
to the need to include more training. State level legislation must be revised to make diversity
training a regular part of all teacher preparation programs at the institutional level.

Authors

• Ann Jenkin LaVanway, St. Catherine University
  Presenting Author

• Amie Bergersen, University of Minnesota
  Presenting Author