CHAPTER 13: Connections, Constructions and Collages: Initiating Dialogues on Diversity in Teacher Education Courses

Currently, teacher preparation programs in the United States are not well prepared to deal with the range of unique needs associated with an increasing population of culturally diverse students (Gay, 2000). National demographics illustrate that nearly 50% of the children who will be in kindergarten within the next 5 years will be children of color from historically underrepresented groups. Data from the American Association for Employment in Education (2006) show that the prospective pool of teachers in bilingual, ESL (English as a Second Language) and the learners of diverse languages categories are all experiencing considerable shortages.

Garcia (2005) in his book, Teaching for Diversity, points out that one of the major challenges is the growing cultural gap between students and the teachers who are trained to teach them. Consequently, the ability to harness the strengths of diversity within teacher education programs remains underdeveloped (Biffle, 2006). This continues to be part of an ongoing national discussion and debate related to meeting these challenges. Nationally, teachers are typically not well prepared to deal with the unique needs, challenges and opportunities associated with student diversity (Biffle, 2006); therefore, the task of closing the cultural gap described by Garcia will involve teacher education programs advancing the cultural competence of preservice teachers.