Chapter 3: “I Still Don’t See the Problem with Treating Each Student as an Individual”: Science Preservice Teachers’ Views on Diversity and Race in the Science Classroom

Research addressing equitable science teaching and practices is expanding. However, comparatively little attention has been given to preservice teachers’ studies and their views toward diversity and race. If we want to prepare these preservice teachers for the diverse classrooms in which they will be working, we must first understand their views. The purpose of this case study was to explore the views of preservice science teachers toward diversity and race in their classroom.