The Instruction and Assessment of Multicultural Dispositions in Teacher and Counselor Education

Abstract

The purpose of this study was to examine teacher dispositions within an undergraduate and graduate education course aimed at helping students gain a better appreciation for lifelong multicultural education. Education majors (N=202) from a Midwestern metropolitan university were asked to rate the viability of 13 dispositions as a training and instructional tool. Curriculum based on the underlying principles of the dispositions served as the treatment plan. Significant pretest (M=7.92, SD=0.77) to post-test (M=8.45, SD=0.56) change in mean scores was shown for the combined data set (t(204)=-10.32, p