An empirical study of College of Education faculty's perceptions, beliefs, and commitment to the teaching of diversity in teacher education programs at four urban universities

被引：0

作者：

Smolen L.A. ^{[1
]}

Colville-Hall S. ^{[1
]}

Liang X. ^{[2
]}

Donald S.M. ^{[2
]}

机构：

[1] Department of Curricular and Instructional Studies, The University of Akron, Akron

[2] Department of Educational Foundations and Leadership, The University of Akron, Akron

来源：

The Urban Review | 2006年 / 38卷 / 1期

关键词：

Beliefs; Diversity; Faculty; Perceptions;

D O I：

10.1007/s11256-005-0022-2

中图分类号：

学科分类号：

摘要：

This study used empirical data to investigate College of Education faculty's perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales (importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty's beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty's beliefs about the importance of teaching diversity and their teaching practices. © 2006 Springer Science+Business Media, Inc.

引用

页码：45 / 61

页数：16

共 32 条

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